Introduction: Psychological richness has recently been proposed as a third pathway to well-being, alongside hedonic and eudaimonic well-being. Although psychological richness has been theoretically linked to wisdom, empirical studies using an established multidimensional measure of wisdom remain limited, particularly outside predominantly Western contexts. Materials and methods: This cross-sectional study examined associations between psychological richness, wisdom, and strengths use among 201 Filipino university students. Participants completed measures of psychological richness, wisdom, openness to experience, and strengths use. Multiple regression analyses adjusted for openness to experience, age, gender, short trips, study abroad, and childhood fiction reading, with bootstrap inference based on 1000 samples. Results: Psychological richness was positively associated with overall wisdom. Specifically, psychological richness was significantly associated with acceptance of divergent perspectives, emotional regulation, prosocial behavior, social advising, and spirituality, but was not significantly associated with decisiveness and self-reflection. In addition, strengths use was positively associated with psychological richness. Conclusions: These findings provide empirical support for the association between psychological richness and wisdom. Furthermore, the findings indicate a positive association between strengths use and psychological richness. By providing evidence from a Filipino university sample, this study extends the empirical examination of psychological richness beyond the predominantly Western contexts represented in previous research.
Introduction: To investigate both common patterns and observed variations in the psychological network structure of organizational constructs, this study examines the consistency of work engagement across two samples and the pathways associated with organizational commitment.Materials and methods: Two independent samples of registered nurses from governmental hospitals in Saudi Arabia (n = 222) and Jordan (n = 215) completed assessments measuring work engagement, job satisfaction, organizational commitment, job performance, flourishing, and entitlement. Separate Gaussian Graphical Models were created for each sample. Network centrality indices and Network Comparison Tests were employed to evaluate structural invariance across the two samples.Results: Work engagement emerged as the most central construct within both networks. The strongest consistently observed association was between work engagement and job satisfaction. Network Comparison Tests revealed overall structural invariance; however, differences were observed: organizational commitment was more closely associated with work engagement in Saudi Arabia, whereas in Jordan, it was more strongly linked to job satisfaction. Furthermore, a negative relationship between flourishing and entitlement was observed only in the Jordanian context.Conclusions: This exploratory network analysis identifies both shared and sample-specific patterns in organizational psychology, positioning work engagement as a central, stable hub across both contexts. It further highlights distinct pathways for organizational commitment and well-being observed in the two samples. However, the cross-sectional design and reliance on self-report measures preclude causal inferences, and thus the findings should be interpreted as exploratory.
Adolescent mental health has become an increasing concern in Vietnam and Southeast Asia, where schools are expected to play a stronger role in wellbeing promotion. Although social-emotional learning (SEL) and mindfulness-based approaches have both shown promise in promoting students’ psychological wellbeing, their integration in Vietnamese schools remains underdeveloped. This paper proposes a framework for mindfulness-based social-emotional learning (MBSEL) in Vietnamese schools. A narrative review was conducted through searches of Scopus, Web of Science, ERIC, PsycINFO, and Google Scholar, supplemented by reference-list screening, to identify English-language conceptual, empirical, and policy literature on SEL, mindfulness, adolescent development, school mental health, and culturally responsive education published up to June 2026. The literature was critically synthesized to examine conceptual connections, intervention evidence, and implications for Vietnam. The synthesis indicates that mindfulness and SEL are complementary. Existing MBSEL-related programs provide encouraging but uneven evidence, with stronger support for stress reduction, emotion regulation, and self-compassion than for interpersonal and school-climate outcomes. The proposed framework positions mindfulness as a facilitating mechanism supporting SEL competencies among students, teachers, and other school stakeholders, thereby contributing to safer, more caring, and respectful environments aligned with Vietnam’s Happy School initiatives. As a narrative review without formal quality or risk-of-bias appraisal, the synthesis may be affected by selection and language bias and does not support definitive causal conclusions. MBSEL should therefore be implemented through cultural adaptation, teacher preparation, whole-school support, and rigorous empirical evaluation.
Introduction: Attention-deficit/hyperactivity disorder (ADHD) remains under-recognized and underdiagnosed in China, particularly among adolescents and adults. As formal diagnosis and treatment remain difficult to access, ADHD has become increasingly visible on social media platforms such as RedNote, where users share experiences, compare symptoms, and seek information outside clinical settings. Understanding how ADHD is discussed in these spaces is important for mental health literacy, stigma reduction, and pathways to care.Materials and methods: Using a computational approach, we examined how ADHD is discussed on Chinese social media. We analyzed 47,612 valid user comments from the 50 most-commented posts that were obtained through searching the keyword “ADHD” on RedNote. We used Structural Topic Modeling (STM) to identify latent thematic clusters and Semantic Network Analysis (SNA) to examine how key terms co-occurred across the corpus.Results: Four themes were identified: school difficulties and family communication; managing attention and task completion; clinical diagnosis and treatment; and academic performance and evaluation concerns. Clinical diagnosis and treatment was the most prevalent theme. The semantic network showed that “oneself” and “ADHD” were the most highly connected terms, and that diagnostic vocabulary co-occurred with everyday language about schooling, self-management, and family life.Conclusions: On RedNote, ADHD is discussed largely through the language of schooling, academic performance, and family life rather than in strictly clinical terms, with diagnostic language interwoven with first-person accounts of everyday difficulty. These patterns describe how ADHD is collectively discussed and can inform culturally grounded mental health communication and screening for digitally engaged populations. Future interview-based, longitudinal, and cross-platform research could test whether these patterns hold more broadly.
