123 VOLUNTARY SERVICE AS A POSITIVE INTERVENTION: THE MECHANISMS OF ENHANCING WELL-BEING AND MEANING IN LIFE AMONG COLLEGE STUDENTS

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Introduction: To address the limitations of the traditional problem-focused approach in university mental health education, this study, grounded in the theoretical perspective of positive psychology, systematically investigates the underlying mechanisms through which voluntary service participation influences the mental health of college students. The research focuses specifically on elucidating the sequential mediating roles played by positive affect, psychological capital, and meaning in life within this influence process. Methods: A six-month longitudinal design was employed, tracking 350 Chinese undergraduate students. Data were collected at two time points using questionnaires that measured levels of voluntary service participation, positive affect, psychological capital (encompassing the four dimensions of self-efficacy, resilience, hope, and optimism), meaning in life, and overall psychological well-being. Structural equation modeling was used to analyze the longitudinal data to test the causal pathways and mediating effects among the variables. Results: (1) The level of voluntary service participation significantly predicted an increase in psychological well-being six months later. (2) Path analysis revealed that voluntary service enhanced well-being through multiple pathways: besides a direct effect, three significant indirect pathways were identified: first, by fostering immediate positive affective states; second, by building long-term psychological capital resources; and finally, through a sequential mediation path of “positive affect → psychological capital → meaning in life.” These findings indicate that voluntary service not only provides short-term emotional uplift but also, through sustained participation, helps individuals build stable psychological resources, ultimately leading to a deeper perception of life's value and meaning. Conclusions: From the innovative perspective of “cultivating strengths” rather than “fixing deficits,” this research clarifies the multiple pathways through which voluntary service functions as a positive psychological intervention. It confirms that voluntary service is far more than a one-way altruistic act; it is an important pathway for mutual benefit between volunteers and recipients, and a powerful means for college students to cultivate positive psychological qualities and build sustainable well-being. The proposed “Service-Resources-Well-being” theoretical model provides a solid theoretical and empirical foundation for universities to innovate their mental health education paradigms. It strongly promotes a shift in educational philosophy from “preventing pathology” to “promoting flourishing,” and holds significant implications for the systematic integration of voluntary service into the comprehensive university education system and positive education practices.

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