Introduction: The present study investigated the mediating role of coping styles examining the relationship between academic stress and subjective well-being. Method : On a sample of 415 subjects (165 male and 250 female), the student life stress inventory (SLSI), the coping inventory for stressful situations (CISS) and subjective well-being scales (SWS) were applied. Using the hierarchical regression analysis, the mediating role of coping styles in the relationship between academic stress and subjective well-being were tested. Results Among coping styles, only task-oriented coping statistically decreased the negative relationship between academic stress and positive affect and only emotion-oriented coping statistically increased the negative relationship between academic stress and negative effect. Task-oriented and emotion-oriented coping, statistically decreased the negative relationship between academic stress and life satisfaction. Conclusion: Paying attention to the mediating role of coping styles in examining the relationship between academic stress and subjective well-being is necessary.
Farahani M. N. , (2009). Individual differences in academic stress and subjective well-being: Role of coping styles. International Journal of Behavioral Sciences, 2(4), 297-304.
MLA
Farahani M. N. . "Individual differences in academic stress and subjective well-being: Role of coping styles". International Journal of Behavioral Sciences, 2, 4, 2009, 297-304.
HARVARD
Farahani M. N. , (2009). 'Individual differences in academic stress and subjective well-being: Role of coping styles', International Journal of Behavioral Sciences, 2(4), pp. 297-304.
VANCOUVER
Farahani M. N. , Individual differences in academic stress and subjective well-being: Role of coping styles. International Journal of Behavioral Sciences, 2009; 2(4): 297-304.