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.
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Keywords

References

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Journal of Applied Psychological Research
Volume 14, Issue 3
2023
Pages 203-2018

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History

  • Receive Date: 06 October 2021
  • Revise Date: 02 February 2022
  • Accept Date: 19 February 2022
  • First Publish Date: 17 September 2023
  • Publish Date: 23 September 2023

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