In recent years, mental health problems among college students in China's higher vocational institutions have become more and more severe, but little systematic empirical research has been conducted in these institutions. Based on the student mental health data collected from Jiangxi University of Software Professional Technology, this study used student coping mechanisms as a mediator to investigate the influence of mental health education programs, student awareness, educational environment and institutional support on student mental health. The study employed a quantitative cross-sectional survey design with 377 full-time students participating and validated instruments being used to collect the data. Relationships between variables were analysed by multiple linear regression and Sobel mediation test. It was found that all four independent variables had a statistically significant positive effect on mental health outcomes: mental health education (? = 0.491, p < .001), student awareness (? = 0.561, p < .001), educational environment (? = 0.425, p < .001), and institutional support (? = 0.529, p < .001). Each of these relationships was significantly and partially mediated by student coping mechanisms (Sobel Z = 4.06–6.03, all p < .001). The results suggest that the promotion of mental health education and institution support has a direct effect on the mental health of students, as well as an indirect effect through enhancing their coping skills. Theories and practical implications are discussed and recommendations for evidences based institutional reform are provided for Chinese higher vocational education.
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