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

Author

Listed:
  • Carlos Freire

    (Department of Psychology, University of A Coruña, A Coruña, 15071 Galicia, Spain)

  • María del Mar Ferradás

    (Department of Psychology, University of A Coruña, A Coruña, 15071 Galicia, Spain)

  • José Carlos Núñez

    (Faculty of Psychology, University of Oviedo, Oviedo, 33003 Asturias, Spain)

  • Antonio Valle

    (Department of Psychology, University of A Coruña, A Coruña, 15071 Galicia, Spain)

  • Guillermo Vallejo

    (Faculty of Psychology, University of Oviedo, Oviedo, 33003 Asturias, Spain)

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.

Suggested Citation

  • Carlos Freire & María del Mar Ferradás & José Carlos Núñez & Antonio Valle & Guillermo Vallejo, 2018. "Eudaimonic Well-Being and Coping with Stress in University Students: The Mediating/Moderating Role of Self-Efficacy," IJERPH, MDPI, vol. 16(1), pages 1-15, December.
    • Handle: RePEc:gam:jijerp:v:16:y:2018:i:1:p:48-:d:193182
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    References listed on IDEAS

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    1. Walid El Ansari & Khalid Khalil & Christiane Stock, 2014. "Symptoms and Health Complaints and Their Association with Perceived Stressors among Students at Nine Libyan Universities," IJERPH, MDPI, vol. 11(12), pages 1-20, November.
    2. Denise Quinlan & Nicola Swain & Dianne Vella-Brodrick, 2012. "Character Strengths Interventions: Building on What We Know for Improved Outcomes," Journal of Happiness Studies, Springer, vol. 13(6), pages 1145-1163, December.
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    1. Jesús de la Fuente & Francisca Lahortiga-Ramos & Carmen Laspra-Solís & Cristina Maestro-Martín & Irene Alustiza & Enrique Aubá & Raquel Martín-Lanas, 2020. "A Structural Equation Model of Achievement Emotions, Coping Strategies and Engagement-Burnout in Undergraduate Students: A Possible Underlying Mechanism in Facets of Perfectionism," IJERPH, MDPI, vol. 17(6), pages 1-24, March.

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