María del Mar Ferradás

Profiles of Psychological Well-being and Coping Strategies among University Students

In the transactional model of stress, coping responses are the key to preventing the stress response. In this study, the possible role of psychological well-being as a personal determinant of coping strategies in the academic context was analyzed. Specifically, the study has two objectives: (a) to identify different profiles of students according to their level of psychological well-being; and (b) to analyze the differences between these profiles in the use of three coping strategies (positive reappraisal, support-seeking, and planning). Age, gender, and degree were estimated as covariables. A total of 1,072 university students participated in the study. Latent profile analysis was applied to four indices of psychological well-being: self-acceptance, environmental mastery, purpose in life, and personal growth. An optimal four-profile solution, reflecting significant incremental shifts from low to very high psychological well-being, was obtained. As predicted, the profile membership distinguished between participants in positive reappraisal, support-seeking, and planning. Importantly, the higher the profile of psychological well-being was, the higher the use of the three coping strategies. Gender differences in coping strategies were observed, but no interaction effects with psychological well-being were found. Age and degree were not relevant in explaining the use of coping strategies. These results suggest that psychological well-being stands as an important personal resource to favor adaptive coping strategies for academic stress.

Academic Goals and Self-Handicapping Strategies in University Students

In highly competitive settings like university, the fear of failure leads some students to protect their self-worth using self-handicapping strategies. The present investigation examines to what extent academic goals are related to those tactics in university students. Specifically, MANCOVA was applied to estimate statistical differences linked to behavioral and claimed self-handicapping strategies according to the level (high/medium/low) of four types of academic goal (achievement approach, achievement avoidance, mastery approach, and work avoidance). Degree, year in school, and gender were entered as covariates. 940 students (86.5% women) from University of A Coruña (M = 20.44; SD = 1.73) participated. Results show that: (a) both behavioral and claimed self-handicapping are promoted by ego-oriented goals (achievement avoidance, F(2, 937) = 23.56, p < .001, η p 2 = .048; achievement approach, F(2, 937) = 7.49, p < .001, η p 2 = .016); (b) work avoidance goals are related to behavioral self-handicapping (F(2, 937) = 9.09, p < .001, η p 2 = .019), but are not statistically linked to claimed self-handicapping; and (c) mastery approach goals are significantly, negatively related to both types of self-handicapping (F(2, 937) = 20.09, p < .001, η p 2 = .041). Psychological and educational implications of the findings are discussed.