Abstract
In the transactional model of stress, coping responses are the key to preventing the stress response. In this study, the possible role of psychological well-being as a personal determinant of coping strategies in the academic context was analyzed. Specifically, the study has two objectives: (a) to identify different profiles of students according to their level of psychological well-being; and (b) to analyze the differences between these profiles in the use of three coping strategies (positive reappraisal, support-seeking, and planning). Age, gender, and degree were estimated as covariables. A total of 1,072 university students participated in the study. Latent profile analysis was applied to four indices of psychological well-being: self-acceptance, environmental mastery, purpose in life, and personal growth. An optimal four-profile solution, reflecting significant incremental shifts from low to very high psychological well-being, was obtained. As predicted, the profile membership distinguished between participants in positive reappraisal, support-seeking, and planning. Importantly, the higher the profile of psychological well-being was, the higher the use of the three coping strategies. Gender differences in coping strategies were observed, but no interaction effects with psychological well-being were found. Age and degree were not relevant in explaining the use of coping strategies. These results suggest that psychological well-being stands as an important personal resource to favor adaptive coping strategies for academic stress.
Highlights
In psychological research, stress is one of the variables of greatest impact due to its effect on people’s health and well-being
The Akaike information criterion (AIC), Bayesian information criterion (BIC), and sample-size adjusted BIC (SSA-BIC) criteria showed a slight decrease when comparing four classes against three, they were not taken into account because these are nested models
This study provides some interesting results with regard to the relationship between coping strategies and psychological well-being in a population that is especially vulnerable to stress, as is the case with university students (Zajacova et al, 2005)
Summary
Stress is one of the variables of greatest impact due to its effect on people’s health and well-being This evidence contrasts with the minimal attention reserved for academic stress, for student stress (Michie et al, 2001), despite the fact that research has shown its high prevalence among university students (Zajacova et al, 2005; Dyson and Renk, 2006). This prevalence is comparable to that of some clinical samples (e.g., González and Landero, 2007). We approach the concept of psychological well-being from a eudaimonic perspective and we analyze its possible role as a personal resource to favor adaptive coping for academic demands
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