SynthesisFrontiers in public health2026
A systematic review of predictors of college students' subjective well-being: evidence from pre- and post-pandemic literature.
Synthesis in Frontiers in public health, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Abstract
Background: The COVID-19 pandemic significantly affected the mental health of university populations, necessitating a systematic synthesis of the predictors of subjective well-being among Chinese college students. Methods: Following PRISMA 2020 guidelines, the researchers searched PubMed, Web of Science, and Scopus for peer-reviewed studies published between 2018 and 2024, completing the final search on December 30, 2024. Methodological quality was evaluated using design-specific JBI appraisal tools to accommodate the diverse longitudinal, quasi-experimental, qualitative, and cross-sectional methodologies within the sample. The analytic process utilized a two-stage thematic synthesis involving deductive data extraction followed by inductive theme generation to maintain methodological precision. Results: The final sample included 34 studies comprising 15,301 participants and revealed six primary predictive clusters for well-being, including social support, interpersonal dynamics, physical activity, and individual resilience. Longitudinal and quasi-experimental findings indicate that familial cohesion, leisure crafting, and adaptive coping strategies are sustained predictors of happiness during the post-pandemic recovery phase. Qualitative data further elucidate subjective challenges regarding digital temperance and the construction of self-identity in virtual environments. Conclusion: This study provides an empirical framework to guide higher education administrators and policymakers in developing targeted mental health interventions tailored to evolving academic environments.
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