Prediction of Psychological Well-being From Mindfulness-based Factors: The Mediating Role of Competency Among University Students in China

Background: Employment-related stress and anxiety are rising among Chinese college students, yet few studies examine how mindfulness-based factors reduce these outcomes via competency within a Chinese cultural context. Objective: To evaluate the effects of intrinsic motivation, autonomy, resilience, and inclusivity on competency and psychological well-being, and their associations with stress/anxiety, using structural equation modelling (SEM). Methods: A cross-sectional survey of 384 students in Gansu province was conducted using validated multi-item scales. Analyses employed SEM with 5,000 bootstrapped resamples. Reliability and validity were assessed using Cronbach’s alpha, composite reliability, average variance extracted (AVE), and HTMT ratios. Results: Intrinsic motivation (β≈0.25, p<.001), autonomy (β≈0.20, p<.001), and resilience (β≈0.34, p=.001) significantly predicted competency; inclusivity showed a weaker effect (p≈.015). Competency positively predicted psychological well-being (β≈0.48, p<.001) and negatively predicted stress/anxiety (β≈-0.32, p<.001). Psychological well-being also reduced stress/anxiety (β≈-0.30, p<.001). Indirect effects via competency and via competency→well-being was significant. Limitations: Cross-sectional design, self-reported measures, and data from a single province limit causal inference and generalizability. Conclusions: Mindfulness-based factors, especially intrinsic motivation and resilience enhance competency, which improves well-being and reduces stress / anxiety. Universities should integrate culturally tailored mindfulness and competency-building programs to mitigate employment-related distress.