Perceived Stress And Psychological Well-Being: The Role Of The Emotional Stability

Golovey, Larisa; Murtazina, Inna R.; Savenysheva, Svetlana S.; Petrash, Marina D.; Strizhitskaya, Olga

doi:10.15405/epsbs.2019.02.02.18

Cited by 11 publications

(9 citation statements)

References 9 publications

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“…The result is the same with the discoveries of Ali Ahmed and Cerkez (2020), which stated that there is a significant relationship between anxiety, depression, stress, and emotional stability, indicating that higher levels of depression, anxiety, and stress are associated with lower levels of emotional stability. The studies of Strizhitskaya et al (2018) and Dillon (2019), had parallel results with the current study as well in which their results states that emotional instability could lead to high perceived stress, and that lower levels of stress will indicate higher emotional stability. Negative relationship between these two variables have really been observed by researchers.…”

Section: Methodssupporting

confidence: 84%

The Mediating Effect of Emotional Stability on the Relationship of the Perceived Learning Stress and Mathematical Performance of Grade 11 Students

BRANT C. BUENO,

T. MIRANDA

2024

IJRP

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This study investigates the mediating effect of students Emotional Stability on the relationship between Perceived Learning Stress and Mathematics Performance among senior high school students in Don Marcelino District during the school year 2022-2023. The research employs a descriptive-correlation research design, utilizing a quantitative approach through the administration of a survey questionnaire. The result showed that a big percentage of the respondents display moderate levels of Emotional Stability, moderate levels of Perceived Learning Stress, and an approaching proficiency level in Mathematics Performance. Furthermore, the study revealed a negative correlation between perceived learning stress and emotional stability, and between perceived learning stress and mathematics performance. However, the research findings indicated that there is a positive correlation between the students' levels of emotional stability and mathematics performance. Finally, the study identified a significant mediation effect of students' emotional stability on the relationship between perceived learning stress and mathematics performance. These results addressed the research objective, highlighting the importance of emotional stability as a mediating factor in the relationship between students perceived learning stress and mathematics performance. It sheds light on the complex interplay between the variables, emphasizing the need for interventions and support systems that promote emotional well-being to enhance academic outcomes.

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Section: Methodssupporting

confidence: 84%

The Mediating Effect of Emotional Stability on the Relationship of the Perceived Learning Stress and Mathematical Performance of Grade 11 Students

BRANT C. BUENO,

T. MIRANDA

2024

IJRP

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Section: Discussionmentioning

confidence: 99%

“…Previous studies have found that stress and fears have a negative effect on people’s psychological well-being (Keech et al, 2020; Strizhitskaya et al, 2019). Stressful and fearful thoughts can impair emotional stability by increasing negative physiological, behavioral, and cognitive responses (Keech et al, 2020; Strizhitskaya et al, 2019). A recent study by Zacher and Rudolph (2020) found that the COVID-19 pandemic had negative effects on the psychological well-being of individuals: reductions of life satisfaction and positive emotional experiences along with the development of the individual negative emotional experiences (Zacher & Rudolph, 2020).…”

Section: Discussionmentioning

confidence: 99%

The influence of COVID-19 stress on psychological well-being among Vietnamese adults: The role of self-compassion and gratitude.

Nguyen

2021

Traumatology

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COVID-19 has become an epidemic affecting all aspects of human life. Vietnam is now encountering the COVID-19 second wave, which puts the mental health of Vietnamese people at risk. Due to the adverse psychological effects of the COVID-19 global pandemic on human psychological well-being in these challenging times, the aims of this study are to examine the relationship between self-compassion and psychological well-being and the role of gratitude and COVID-19 stress as a multimediators model in a cross-sectional study. Participants include 509 Vietnamese adults (Mage = 31.71; SD = 7.28 years) recruited through an online survey. A 26-item Self-Compassion Scale was used to measure self-compassion, gratitude was measured by the 6-item Gratitude in the COVID-19, psychological well-being was measured by the World Health Organization Well-Being Index, and the COVID-19 Stress Scale was used to measure stress and fears symptoms caused by the pandemic. The results support 3 main findings: (a) self-compassion has a direct influence on the psychological well-being (effect = 0.50, p < .001, 95% confidence interval [CI; 0.43, 0.57]), (b) the mediating role of gratitude in this model was significant (effect = 0.07, 95% CI [0.04, 0.10]), and (c) the mediating role of COVID-19 stress and fears in this model was also significant (effect = 0.02, 95% CI [0.01, 0.04]). The study’s results also show that increasing self-compassion and gratitude could help to improve psychological well-being and reduce the influence of COVID-19 stress and fears on the individuals’ mental health.

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“…Sebaliknya siswa yang merasa tinggi well-being-nya cenderung memiliki performansi akademik yang tinggi (Turashvili & Japaridze, 2012). Sedangkan siswa yang merasa stress berpengaruh terhadap rendahnya psychological well-being (Strizhitskaya, Petrash, Savenysheva, Murtazina, & Golovey, 2019). García-Ros, Pérez-González, & Tomás (2018) menyatakan bahwa stress akademik yang dipengaruhi oleh beban akademik yang tinggi, interaksi dengan teman sebaya, tekanan keluarga, dan persiapan masa depan siswa berhubungan dengan psychological well-being siswa.…”

Section: Pembahasanunclassified

Stres akademik pada siswa: Menguji peranan iklim kelas dan school well-being

Muhid

Ferdiyanto

2020

Persona.J.Psi.Indo.

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Academic stress is a crucial problem experienced by students. Educators and researchers pay high attention to the phenomenon of academic stress among students. This study presents the results of an empirical study of the effects of classroom climate and school well-being on academic stress. This research uses a quantitative approach and is carried out by survey methods that used 3 psychological scales as a measurement tools, namely Academic Stress Scale (? = 0.831); Classroom Climate Scale (? = 0.736); and School Well-being Scale (? = 0.868). The subjects of this study were 105 students taken by the purposive sampling technique at 2 schools. The results showed that simultaneously there was a significant negative effect between classroom climate and school well-being on academic stress. Partially the results of this study indicate that there is a significant influence between classroom climate on academic stress. While the school well-being variable has a significant negative effect on academic stress. Classroom climate and school well-being variables can be used as strong predictors of academic stress.Keywords: Academic stress; Classroom Climate; Cchool Well-Being AbstrakStres akademik menjadi permasalahan yang krusial dialami oleh siswa. Para pendidik dan peneliti menaruh perhatian yang tinggi terhadap fenomena stres akademik di kalangan siswa. Penelitian ini memaparkan hasil studi empiris tentang pengaruh iklim kelas dan school well-being terhadap stres akademik. Penelitian ini menggunakan pendekatan kuantitatif dan dilakukan dengan metode survei yang menggunakan 3 skala psikologi sebagai alat ukur, yaitu Skala Stres Akademik (? = 0.831); Skala Iklim Kelas (? = 0.736); dan Skala School Well-being (? = 0.868). Subyek penelitian ini berjumlah 105 siswa yang diambil dengan teknik purposive sampling pada 2 sekolah. Hasil penelitian menunjukkan bahwa secara simultan ada pengaruh negatif yang signifikan antara iklim kelas dan school well-being terhadap stres akademik. Secara parsial hasil penelitian ini menunjukkan bahwa ada pengaruh yang signifikan antara iklim kelas terhadap stres akademik. Sedangkan variabel school well-being memiliki pengaruh negatif yang signifikan terhadap stres akademik. Variabel iklim kelas dan school well-being dapat dijadikan prediktor yang kuat terhadap stres akademik.Kata kunci: Iklim Kelas; School Well-Being; Stres Akademik

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Perceived Stress And Psychological Well-Being: The Role Of The Emotional Stability

Cited by 11 publications

References 9 publications

The Mediating Effect of Emotional Stability on the Relationship of the Perceived Learning Stress and Mathematical Performance of Grade 11 Students

The Mediating Effect of Emotional Stability on the Relationship of the Perceived Learning Stress and Mathematical Performance of Grade 11 Students

The influence of COVID-19 stress on psychological well-being among Vietnamese adults: The role of self-compassion and gratitude.

Stres akademik pada siswa: Menguji peranan iklim kelas dan school well-being

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