This study investigated how university students’ internal working model (IWM) and view of happiness influenced their subjective well-being. First, we conducted a preliminary survey to draw up a view of happiness index and identified how the university students regarded happiness. We then conducted a survey involving 168 university students and drew up a subjective well-being scale based on the findings of the preliminary survey. The results revealed five factor structures: interpersonal relationships, sense of achievement, time to spare, physical fulfillment, and leisure. We then investigated how the IWM and view of happiness affected the participants’ subjective well-being. The results showed that university students who had a positive IWM (positive selfview [anxiety] and positive other-view [avoidance]) had high subjective well-being. Moreover, among participants with a positive other-view and negative self-view, the happier they perceived their relationships to be, the higher their subjective well-being. Finally, among participants with a negative self-view and other-view, the happier they were about their acquisition, the higher their subjective well-being.

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As the child-rearing environment changes, local child-rearing support services will have a preventive effect. This study aimed to identify the needs of mothers in the early stages of using local child-rearing support services and to analyze their intention to continue using them. We developed a guide on 'what to ask for when using' based on responses from a preliminary survey. Additionally, we examined the environmental factors necessary for continued use by analyzing the relationship between the frequency and purpose of use in a survey of mothers raising children 0–2 years. Consequently, the findings suggest that promoting the facility's safety effectively encourages mothers of 0-year-old children to use it while engaging with mothers of 2-year-old children and informing them about staff availability fosters usage. Moreover, when the purpose of use involved interaction among mothers, there was a preference for an environment where children could enjoy themselves and for staff to act as facilitators. Conversely, when the purpose of use was to relax alone, mothers prioritized the staff's friendliness and the facility's safety.

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This study aims to examine the relationship between stressors, motivation, and expected social support in the context of interpersonal support volunteer activities among university students. A web-based survey was conducted and responses were received from 213 undergraduate and graduate students, mainly majoring in psychology, social work, and education, with experience in interpersonal support volunteerism. Data were analyzed using multiple regression analysis. The results clearly indicated that expected social support was more strongly influenced by the motive for participation than by the type of dominant stressor. In this regard, the study infers that the prevention of burnout can be achieved by conducting a preliminary assessment of the motives for participation, considering the form of support suitable for each student, and providing preliminary training and environmental adjustment. These measures could facilitate the provision of stable support to students and may have significant implications for the future training of interpersonal support professionals such as clinical psychologists.

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