Abstract
The aim of this cross-sectional study was to establish predictive relationships of the Big Five personality factors (according to their self-regulatory level), together with resilience (proactive and reactive factors), for factors and symptoms of academic stress related to teaching and learning in the University context. A total of 405 female undergraduate students were selected, and completed questionnaires that had been previously validated in Spanish University students (Big Five personality factors, resilience, and academic stress symptoms and factors). A linear, ex-post facto design was used, including linear regression, Structural Equation Modeling (SEM), and mediational analyses. Specific linear regression showed the expected gradation: that self-regulatory personality factors (conscientiousness, extraversion) were positive linear predictors of proactive resilience, as well as significant negative predictors of stress factors and symptoms of academic stress; while the non-regulatory personality factors (openness to experience, agreeableness) showed little relationship. By contrast, the dysregulatory personality factor (neuroticism) was a negative predictor of proactive resilience, a positive predictor of reactive resilience, and positively predicted academic stress factors in the teaching and learning process, as well as stress symptoms. SEM general analysis showed that personality factors positively predicted resilience, and resilience negatively predicted factors and symptoms of academic stress. Specific mediational model analysis, with each personality factor, confirmed the different mediating relationships that appeared in the linear regression analyses. These results are discussed from the perspective of promoting resilience and healthy personalities in the University context. Implications for addressing academic stress at University are discussed.
Highlights
Stress in the University context is a natural phenomenon [1] and has been a common problem for college students in every era [2]
The college environment seems to be increasingly stressful in recent decades [3, 4] and the experience of perceived stress, anxiety, and feeling overwhelmed is widespread among college students, including those who succeed, as documented by different surveys [5, 6] and diverse publications [7,8,9,10,11]
Our investigation represents an advance in knowledge, contributing evidence that identifies which components of the Big Five (BF) model have predicted total resilience
Summary
Stress in the University context is a natural phenomenon [1] and has been a common problem for college students in every era [2]. Recent years have seen growing interest in these resources what are called non-cognitive variables— known as personal skills, personal qualities, character traits, psychosocial skills, and soft skills [20,21,22,23]—for their important impact on educational achievement, success in the job market, career and life success, and well-being [24, 25]. Among the non-cognitive skills that may increase vulnerability to stress, or, constitute protective resources for coping, two important constructs have been emphasized, and will be addressed in this study: personality traits (BF model) and resilience [19]. In research on stress at University, from the standpoint of health sciences, certain personality traits are considered critical non-cognitive variables that make up a resilient personality, able to manage stress successfully [19]. Certain qualities linked to resilience can be cultivated; these qualities protect against stress and strengthen one’s resistance [27]
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