Introduction. The well-being and happiness of college students are critical concerns for universities. According to the 2019 U.S. National College Health Assessment, 56% of students reported feeling hopeless within the last 12 months, and 45% even reported feeling so depressed that it was difficult for them to function. In contrast, students high on flourishing tend to procrastinate less, pursue mastery-oriented goals, exhibit high self-control, and achieve better grades. Thus, there is a critical need for research on how to enhance college students’ well-being and happiness. Buddhist philosophy distinguishes between fluctuating happiness and genuine, durable happiness, known as sukha, which is characterized by lasting inner joy and peace. Research suggests that self-compassion and compassion towards others have a positive impact on happiness and psychological well-being. However, the mechanisms by which compassion fosters genuine happiness over time require further investigation. Thus, the present study examines the mediating role of caring for bliss in the relationships between self-compassion, compassionate love, and genuine happiness among college students. Methodology / Approach. The study involved 398 undergraduate students from a southeastern U.S. university, who participated during the Fall 2023 and Spring 2024 semesters. Data were collected at three different time points over approximately 12 weeks as part of a larger online study on various aspects of mental, physical, spiritual, and relational well-being. Structural Equation Modeling (SEM) was used to assess the longitudinal mediating effects of caring for bliss on the impacts of self-compassion and compassionate love on genuine happiness over time. We tested a model where self-compassion and compassionate love at time 1 served as predictors, caring for bliss at time 2 acted as the mediator, and genuine happiness at time 3 was the outcome. Results / Findings. Self-compassion and compassionate love at time 1 predicted caring for bliss at time 2, which subsequently predicted genuine happiness at time 3, while controlling for caring for bliss at time 1 and genuine happiness at time 2. Furthermore, caring for bliss at time 2 mediated the associations between self-compassion and compassionate love at time 1 and genuine happiness at time 3. Conclusion / Perspective. The current study provides new insights into the longitudinal associations between self-compassion, compassionate love, and genuine happiness among college students. The finding that caring for bliss mediated the effects of self-compassion and compassionate love on genuine happiness reveals that practices fostering self-compassion and compassionate love are important in enhancing caring for bliss and, ultimately, happiness in college students. Promoting happiness in students is crucial given the prevalence of student burnout and the well-being crisis in industrialized nations.
