Eudaimonic Well-Being and Coping with Stress in University Students: The Mediating/Moderating Role of Self-Efficacy

Abstract

The importance of personal psychological resources in preventing academic stress has enjoyed little attention to date, despite the high rates of stress that exist among university students. This article analyzes the effect of eudaimonic well-being on the use of adaptive strategies for coping with academic stress. Moreover, it analyzes the role of self-efficacy as a mediator and moderator of this relationship. In the mediation model, gender is included as a co-variable; in the moderation model, gender is included as a moderator. A total of 1402 university students participated in the study. The data were gathered through validated self-report instruments. The mediation analyses were performed using the PROCESS module of the statistical package, SPSS. The moderating effects of self-efficacy and gender were analyzed through hierarchical regression analysis. The results indicate that self-efficacy partially mediates but does not moderate the relationship between eudaimonic well-being and adaptive coping strategies. This finding reveals the benefits of using these two personal resources to enhance effective coping with academic stress while attending university.

Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students

“…Coping strategies are a psychological construction referring to knowledge, skills and strategic behaviors that people use to manage emotions occurring within a situation of stress (Fimian et al, 1989;Chartier et al, 2011;Freire et al, 2018); for this reason, they are considered meta-emotional skills (de la Fuente et al, 2017a). Multiple models have been proposed for categorizing these skills, beginning with the initial model proposed by Lazarus andFolkman (1984/1986) and Lazarus (1999).…”

A Structural Equation Model of Achievement Emotions, Coping Strategies and Engagement-Burnout in Undergraduate Students: A Possible Underlying Mechanism in Facets of Perfectionism

“…Prior research on motivational-affective factors in university learning has also stressed the importance of particular aspects of how university students cope with stress: religious coping (Francis et al, 2018); the role of health habits as a coping strategy [43]; coping in relationship to well-being [44][45][46]. Also, have analyzed the predictive role of achievement emotions in coping strategies and in motivational states of engagement-burnout [47].…”

“…On the other hand, interventions focused on modifying emotional regulation strategies could be designed to address aspects like activation or attention, or offer specific training to enhance performance. Such interventions could have an individual, group or online format, the latter showing demonstrated effectiveness in recent years [46,74].…”

Sustainability and Subjective Well-Being: How Students Weigh Dimensions

“…Braaten et al [17] point out, while hedonic well-being is also important for students' cognitive-affective balance during university years, it is eudemonic goals that can have long-lasting effects on the overall satisfaction with life. In an empirical study, Freire et al [18] found that eudemonic values alongside with self-efficacy are instrumental to deal with stress during university life. In Delle Fave et al's [19] research, along with Norway and Croatia, Hungarian respondents placed the biggest emphasis on the Health domain.…”