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The present study aimed to examine the relationship between personality traits, psychological well-being (PWB), school satisfaction and social satisfaction among Hong Kong university students who are studying in the UK. The association between personality and well-being has been studied extensively in the past decades, yet, few research focused on emerging adulthood and culturally distinct contexts, such as Hong Kong students. Moreover, existing literature on the impacts of individual personality traits on multidimensional well-being is mixed and contradicting, this study tried to narrow the inconsistencies between previous findings. A cross-sectional quantitative online survey was adopted in this study. Self-report data was collected via psychometrically sound and published surveys gathered from the online anonymous survey distributed through Qualtrics, including the International Personality Item Pool (IPIP), Psychological Well-being Scale (PWB18-items) and Multidimensional Students’ Life Satisfaction Scale (MSLSS). Participants were university students studying in the UK, who also identify themselves as Hong Kongers. A total of 107 responses were collected and 104 participants fulfilled the inclusion criteria. The data underwent a series of correlational analyses and hierarchical regression analyses in order to understand whether and by the variance of personality explains PWB, school satisfaction and social satisfaction. Results revealed that personality traits in general predict PWB, school and social satisfaction. Traits openness, conscientiousness and neuroticism predict PWB; conscientiousness and neuroticism predict school satisfaction; conscientiousness, agreeableness and extraversion predict social satisfaction. School satisfaction is not explained by both PWB and social satisfaction, where PWB predicts social satisfaction. In sum, this research confirms the relationship of individual personality traits, PWB, school and social satisfaction to some extent, which the proposed hypotheses were partially supported. It highlights the importance of considering personality factors in well-being, both hedonically and eudaimonically in a comprehensive structure. The uniqueness of the chosen population is acknowledged in contributing to the existing growing body of research. Future research direction on examining this specific population longitudinally at different times with multiple assessment methods is recommended. Educational implications for higher education institutes and individual students are discussed, that the attributional factor of personality in understanding one’s distinct PWB and SWB is emphasised, encouraging students to accept and value their individual difference in pursuing optimal functioning and happiness in university lives.

This study serves as an insight for future research on this novel population: Hong Kong students in the UK. By understanding and extending the research interest outside the WEIRD population, knowledge could be generalised to a wider population internationally. It incorporates current policies on immigration and culture of Hong Kongers, in examining the actual attitudes of this unique group in universities. Moreover, this study investigated based on grounded theories of personality and well-being, enriching the knowledge in personality and positive psychology within educational settings. Transition is further studied by including cross-country (i.e., Hong Kong to UK) transition, along with school and social transitions. This offers opportunities for further academic research on the interaction between different types of transitions. For higher education institutions, this study may serve as educational policy making and programme design aspirations. Given that personality and well-being are related, individual differences ought to be catered when designing various interventions and teaching approaches. Universities could also reinforce the PWB and SWB supporting systems apart from strengthening mental health awareness in school, acknowledging the PWB-SWB distinction whenever students require support. For individual students, they possibly learn that enhanced self-understanding of one's internal state can improve their self-realisation and goal pursuit. Some traits were found as predictors of well-being, getting to know one's own personality is helpful in evaluating their well-being. It is also important to stress that personality is not the only attribution to well-being, the relatively stable traits could interact with other factors in resulting positive well-being in university life. Individuals could explore other contributors of well-being and happiness instead of dwelling on their perceived less desirable traits. Learning to accept and cope with one’s personality and optimising one’s functioning could be vital for students in their university studies, future career achievements and life outcomes