The Mediating Role of Coping Styles on the Relationship between Self-Esteem and Emotional Well-Being among University Students

Document Type : Research Paper

Authors

1 Department of Psychology, Faculty of Psychology and Educational Sciences, Payam Noor University. Tehran, Iran.

2 Department of Cognitive Psychology, Institute of Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran

Abstract

 The objective of this research was to investigate the manner in which coping styles mediated the association between self-esteem and emotional well-being in a sample of male and female university students. A total of 300 university students (150 male and 150 female) enrolled at Shahid Beheshti University during the initial six months of the academic year 2017-2018 participated in this correlational study. They were administered the Rosenberg’ Self-Esteem Scale (RSES), and the Coping Inventory for Stressful Situations-Short Form (CISS-SF). The study employed statistical path analysis with a model-fitting approach to examine the mediating role of coping styles in the association between emotional well-being and self-esteem among university students of both genders (male and female). The partially mediated model of emotion-oriented and task-oriented coping styles on the relationship between self-esteem and emotional well-being fit the data well, according to the findings of the AMOS-20 software. Furthermore, it should be noted that every regression weight in the proposed model exhibited statistical significance. The predictors of the model comprised self-esteem, task-oriented factors, and emotion-oriented factors, which collectively explained 36% and 47% of the variance in positive and negative affect, respectively. Overall, the results of this study indicated that by enhancing the coping mechanisms of students, it is possible to elevate their level of well-being and protect them from distressing situations.
.
 

Keywords

References

رجبی، غ.، و بهلول، ن. (1386). سنجش پایایی و روایی مقیاس عزت‌نفس روزنبرگ در دانشجویان سال اول دانشگاه شهید چمران. پژوهش‌های تربیتی و روان‌شناختی. 3(2)، 48-33.
شکری، ا.، و پورشهریار، ح. (1398). اثربخشی برنامۀ آموزشی غنی‌سازی مهارت‌های رابطۀ بین‌فردی بر اسنادهای علی، راهبردهای حل تعارض‌های بین‌فردی، مهارت‌های مقابله شناختی و ادراک از روابط مثبت با دیگران. فصلنامۀ روان‌شناسی تحولی: روان‌شناسان ایرانی. 15(59)، 308-287. https://jip.stb.iau.ir/article_666072.html?lang=fa
شکری، ا.، گودرزی، ا.، و شریفی، م. (1393). آزمون تغییرناپذیری عاملی نسخۀ فارسی فهرست عواطف مثبت و منفی در دو جنس. دوفصلنامۀ روان‌شناسی معاصر. 9(1)، 94-83.                                                                      https://bjcp.ir/browse.php?a_id=495&sid=1&slc_lang=fa
محبی، س.، شکری، ا.، و پورشهریار، ح. (1397). تأثیر برنامۀ تاب‌آوری بر ارزیابی‌های شناختی، مقابله و هیجان‌ها. فصلنامۀ روان‌شناسی تحولی: روان‌شناسان ایرانی. 15(57)، 99-83. https://jip.stb.iau.ir/article_545697.html
محبی، س.، شکری، ا.، و خدایی، ع. (1399). تحلیل روان‌سنجی نسخۀ کوتاه سیاهۀ مقابله با موقعیت‌های استرس‌زا در دانشجویان. فصلنامۀ اندازه‌گیری تربیتی. 10(40)، 113-87.                                                                 https://doi.org/10.22054/jem.2020.40240.2025
نورمحمدی، ر.، شکری، ا.، و خدایی، ع. (1399). رابطۀ بین جهت‌گیری‌های هدف پیشرفت، فرایندهای ارزیابی شناختی و هیجانات پیشرفت در دانشجویان دختر و پسر: یک تحلیل میانجی‌گری تعدیل‌شده. فصلنامۀ مطالعات آموزش و یادگیری. 12(1)، 180-158. https://doi.org/10.22099/jsli.2020.5787
References
Akhtar, M., & Kroener-Herwig, B. (2019). Coping styles and socio-demographic variables as predictors of psychological well-being among international students belonging to different cultures. Current Psychology, 38(3), 618–626. https://psycnet.apa.org/doi/10.1007/s12144-017-9635-3
Barendregt, C. S., Van der Laan, A. M., Bongers, I. L., & Nieuwenhuizen, C. V. (2015). Adolescents in secure residential care: The role of active and passive coping on general well-being and self-esteem. European Child & Adolescent Psychiatry, 24, 845–854. http://dx.doi.org/10.1007/s00787-014-0629-5
Boysan, M. (2012). Validity of the Coping Inventory for Stressful Situations-short form (CISS-21) in a non-clinical Turkish sample. Journal of Psychiatry & Neuroscience, 25(2), 101–107. https://dx.doi.org/10.5350/DAJPN2012250201
Brando-Garrido, C., Montes-Hidalgo, J., Limonero, J. T., Gómez-Romero, M. J., & Tomás-Sábado, J. (2020). Relationship of academic procrastination with perceived competence, coping, self-esteem and self-efficacy in nursing students. Enfermeria Clinica, 30(6), 398-403. https://doi.org/10.1016/j.enfcli.2019.07.012
Bryden, C. I., Field, A. M., & Francis, A. J. P. (2015). Coping as a mediator between negative life events and eudaimonic well-being in female adolescents. Journal of Child and Family Studies, 24, 3723–3733. https://doi.org/10.1007/s10826-015-0180-0
Bouih, A., Benattabou, D., Nadif, B., Benhima, M., & Benfilali, I. (2022). The Rosenberg Self-esteem Scale: A confirmatory factor analysis study. European Journal of Psychology and Educational Research, 5(2), 143-160.
Cabras, C., & Mondo, M. (2018). Coping strategies, optimism, and life satisfaction among first-year university students in Italy: gender and age differences. Higher Education, 75, 643–654.
Calsbeek, H., Rijken, M., Bekkers, M. J. T. M., Henegouwen, G. P. V. B., & Dekker, J. (2006). Coping in adolescents and young adults with chronic digestive disorders: Impact on school and leisure activities. Psychology and Health, 21, 447–462. https://doi.org/10.1080/14768320500410910
Chang, E. C., Yi, S., Liu, J., Kamble, S. V., Zhang, Y., Shi, B., ... & Chang, O. D. (2020). Coping behaviors as predictors of hedonic well‑being in Asian Indians: Does being optimistic still make a difference? Journal of Happiness Studies, 21, 289–304. https://link.springer.com/article/10.1007/s10902-019-00087-w
Chen, C. (2016). The role of resilience and coping styles in subjective well-being among Chinese university students. Asia-Pacific Education Researcher, 25, 377–387. https://doi.org/10.1007/s40299-016-0274-5
Covington, M. (2009). Self-worth theory: Retrospection and prospects. In K. R. Wenzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 141–169). Routledge/Taylor & Francis Group. https://www.routledgehandbooks.com/doi/10.4324/9780203839010.ch3
Deci, E., & Ryan, R. (2008). Self-determination theory and the role of basic psychological needs in personality and the organization of behavior. In O. John, R. Robins, & L. Pervin (Eds.), Handbook of personality: Theory and research (pp. 1867–1938). New York: Guilford Press.
van Dijk, F. A., Schirmbeck, F., Boyette, L. L., & de Haan, L. (2019). Coping styles mediate the association between negative life events and subjective well-being in patients with non-affective psychotic disorders and their siblings. Psychiatry Research, 272, 296-303. https://doi.org/10.1016/j.psychres.2018.12.020
Diener, E. (2006). Guidelines for national indicators of subjective well-being and ill-being. Applied Research in Quality of Life, 1, 151–157. https://doi.org/10.1007/s11482-006-9007-x
Diener, E., Inglehart, R., & Tay, L. (2013). Theory and validity of life satisfaction scales. Social Indicators Research, 112, 497-527. https://doi.org/10.1007/s11205-012-0076-y
Diener, E., Lucas, R., & Oishi, S. (2002). Subjective well-being: The science of happiness and life satisfaction. In C. Snyder & S. Lopez (Eds.), Handbook of positive psychology (pp. 63–73). New York: Oxford University Press.
Endler, N. S., & Parker, J. D. (1999). Coping Inventory for Stressful Situations (CISS): Manual Multi-Health Systems. Toronto, Canada: Multi-Health Systems.
Endler, N. S., & Parker, J. D. A. (2015). CISS: Coping inventory for stressful situations. http://www.mhs.com/product.aspx?gr=cli&prod=ciss&id=resource
Evans, P., Martin, A. J., & Ivcevic, Z. (2018). Personality, coping, and school well‑being: an investigation of high school students. Social Psychology of Education, 21(5), 1061–1080. https://doi.org/10.1007/s11218-018-9456-8
Hornstra, L., Bakx, A., Mathijssen, S., & Denissen, J. J. A. (2020). Motivating gifted and non-gifted students in regular primary schools: A self-determination perspective. Learning and Individual Differences, 80, 101871. https://doi.org/10.1016/j.lindif.2020.101871
Huang, J., Lin, K., Fan, L., Qiao, S., & Wang, Y. (2021). The effects of a self-compassion intervention on future-oriented coping and psychological well-being: A randomized controlled trial in Chinese college students. Mindfulness, 12, 1451–1458. https://doi.org/10.1007/s12671-021-01614-8
Kline, R. B. (2005). Principles and practices of structural equation modeling (2nd edition). New York: Guilford.
Lazarus, R. (2006). Stress and emotion: A new synthesis. New York: Springer.
Matta, M., Gritti, E. S., & Lang, M. (2019). Personality assessment of intellectually gifted adults: A dimensional trait approach. Personality and Individual Differences, 140, 21-26. https://doi.org/10.1016/j.paid.2018.05.009
Meyers, L. S., Gamst, G., & Guarino, A. J. (2016). Applied multivariate research: Design and interpretation. Sage publication. Thousand Oaks. London. New Dehi.
Mohebi, S., Shokri, O., & Khodaei, A. (2020). Psychometric analysis of the Coping Inventory for Stressful Situations-Short Form (CISS-SF) among students. Quarterly of Educational Measurement, 10(40), 87-113. (In Persian) https://doi.org/10.22054/jem.2020.40240.2025
 Mohebi, S., Shokri, O., & Pourshahriar, H. (2017). The effect of resilience training program on cognitive evaluations, coping and emotions. Journal of Developmental Psychology: Iranian Psychologists, 15(57), 83-99. (In Persian)       https://jip.stb.iau.ir/article_545697.html
Muyan‑Yılık, M., & Demir, A. (2020). A Pathway towards subjective well‑being for Turkish university students: The roles of dispositional hope, cognitive flexibility, and coping strategies. Journal of Happiness Studies, 21, 1945–1963. https://link.springer.com/article/10.1007/s10902-019-00162-2
Ni, C., Liu, X., Hua, Q., Lv, A., Wang, B., & Yan, Y. (2010). Relationship between coping, self-esteem, individual factors and mental health among Chinese nursing students: A matched case–control study. Nurse Education Today, 30(4), 338–343. https://doi.org/10.1016/j.nedt.2009.09.003
Nourmohammadi, R., Shokri, O., & Khodaei, A. (2020). Relationship between achievement goal orientations, cognitive appraisal processes and achievement emotions in male and female university students: A moderated mediation analysis. Studies in Learning & Instruction, 12(78), 158-180. (In Persian) https://doi.org/10.22099/jsli.2020.5787
Novak, C. J., Chang, E. C., Xu, J., Shen, J., Zheng, S., & Wang, Y. (2021). Basic psychological needs and negative affective conditions in Chinese adolescents: Does coping still matter? Personality and Individual Differences, 179, 110889. https://doi.org/10.1016/j.paid.2021.110889
Ogurlu, U. (2021). A meta-analytic review of emotional intelligence in gifted individuals: A multilevel analysis. Personality and Individual Differences, 171, 110503. https://doi.org/10.1016/j.paid.2020.110503
Padhy, M., Monteiro, S. R., & Chelli, K. (2020). Coping competence, mindfulness, and well-being of Indian adolescents. Psychological Studies, 65(4), 531–535. https://doi.org/10.1007/s12646-020-00584-6
Rajabi, G., & Bohlool, N. (2007). Measuring the reliability and validity of the Rosenberg self-esteem scale in first-year students of Shahid Chamran University. Journal of Psychological and Educational Researches, 3(2), 33-48. (In Persian)
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 8, 101860.      https://doi.org/10.1016/j.cedpsych.2020.101860
Sanjuán, P., & Ávila, M. (2019). The mediating role of coping strategies on the relationships between goal motives and affective and cognitive components of subjective well‑being. Journal of Happiness Studies, 20, 1057–1070. https://doi.org/10.1007/s10902-018-9987-x
Schwarzer, R., & Knoll, N. (2007). Functional roles of social support within the stress and coping process: A theoretical and empirical overview. International Journal of Psychology, 42(4), 243–252. https://doi.org/10.1080/00207590701396641
Shokri, O., Goodarzi, A., & Sharifi, M. (2014). Testing for factorial invariance of the Farsi version of the Positive and Negative Affect Schedule across sexes. Contemporary Psychology, 9(1), 83-94. (In Persian)           https://bjcp.ir/browse.php?a_id=495&sid=1&slc_lang=fa
Shokri, O., & Pourshahriar, H. (2019). The effectiveness of the enrichment of interpersonal relationship skills program on causal attributions, interpersonal conflict solution strategies, cognitive coping skills and perceived positive relations with others. Journal of Developmental Psychology: Iranian Psychologists, 15(59), 287-308. (In Persian) https://jip.stb.iau.ir/article_666072.html?lang=fa
Stanisławski, S. (2019). The Coping Circumplex Model: An integrative model of the structure of coping with stress. Frontiers in Psychology, 10, 694-704. https://doi.org/10.3389%2Ffpsyg.2019.00694
Steinhardt, M. A., & Dolbier, C. L. (2008). Evaluation of a resilience intervention to enhance coping strategies and protective factors and decrease symptomatology. Journal of American College Health, 56(4), 445-453. https://doi.org/10.3200/jach.56.44.445-454
Vanstone, D. M., & Hicks, R. E. (2019). Transitioning to university: Coping styles as mediators between adaptive maladaptive perfectionism and test anxiety. Personality and Individual Differences, 141, 68–75. https://doi.org/10.1016/j.paid.2018.12.026
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS Scale. Journal of Personality and Social Psychology, 54(6), 1063-1070. https://psycnet.apa.org/doi/10.1037/0022-3514.54.6.1063
Weston, R., & Gore, Jr. P. A. (2006). A brief guide to structural equation modeling. Journal of Counseling Psychology, 34(5), 719-751. http://dx.doi.org/10.1177/0011000006286345
Yıldırım, N., Karaca, A., Cangur, S., Acıkgoz, F., & Akkus, D. (2017). The relationship between educational stress, stress coping, self-esteem, social support, and health status among nursing students in Turkey: A structural equation modeling approach. Nurse Education Today, 48, 33–39. https://doi.org/10.1016/j.nedt.2016.09.014
 
Journal of Applied Psychological Research
Volume 14, Issue 3
2023
Pages 203-2018

Files

Share

How to cite

Statistics