Individual differences in academic stress and ‎subjective well-being: Role of coping styles

Abstract

Introduction: The present study investigated the mediating role of coping styles examining the relationship between academic stress and subjective well-being. Method : On a sample of 415 subjects (165 male and 250 female), the student life stress inventory (SLSI), the coping inventory for stressful situations (CISS) and subjective well-being scales (SWS) were applied. Using the hierarchical regression analysis, the mediating role of coping styles in the relationship between academic stress and subjective well-being were tested. Results Among coping styles, only task-oriented coping statistically decreased the negative relationship between academic stress and positive affect and only emotion-oriented coping statistically increased the negative relationship between academic stress and negative effect. Task-oriented and emotion-oriented coping, statistically decreased the negative relationship between academic stress and life satisfaction. Conclusion: Paying attention to the mediating role of coping styles in examining the relationship between academic stress and subjective well-being is necessary.