The association of mindfulness on psychological distress among Chinese university students: a culturally contextualized investigation.

INTRODUCTION

Mindfulness training benefits psychological well‑being, but its mechanisms in culturally specific contexts (e.g., Chinese university students facing academic pressure and family expectations) remain poorly understood.

METHODS

Cross‑sectional stratified random sampling of 432 undergraduates from four Chinese universities. Standardized scales measured mindfulness, psychological distress, resilience, emotion regulation (cognitive reappraisal, expressive suppression), social support (instrumental, emotional, informational), academic pressure, and family expectations. Analysis used hierarchical regression, SEM, and moderated mediation.

RESULTS

Mindfulness negatively correlated with psychological distress (β = -0.34, p < 0.001). This correlation was moderated by academic pressure (weaker under high pressure) and family expectations (stronger under high expectation). Resilience and cognitive reappraisal showed synergistic mediation (total β = 0.71). Effects varied by gender and academic discipline.

DISCUSSION: The mindfulness‑distress relationship is culturally contingent. Interventions should be locally tailored, combining personal training with environmental support.