Individual differences in academic stress and ‎subjective well-being: Role of coping styles

The present study investigated the mediating role of coping styles examining the relationship between academic stress and subjective well-being. 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. Paying attention to the mediating role of coping styles in examining the relationship between academic stress and subjective well-being is necessary.