Stress mindset, coping strategies, and well-being of secondary students in Singapore during the COVID-19 pandemic

IF 3.6 2区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Psychology Pub Date : 2023-05-28 DOI:10.1080/01443410.2023.2231668

Imelda S. Caleon, M. S. Kadir, Chee Soon Tan, J. Chua, Nur Qamarina Binte Ilham

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引用次数: 2

Abstract

Abstract The present study explored the association between stress mindset and well-being of students during the Coronavirus Disease 2019 pandemic. The study also sought to examine how the relationship between students’ stress-mindset and well-being can be mediated by students’ coping strategies. The study applied a cross-sectional survey design, with secondary students (N = 617) from Singapore as participants. The results of parallel mediation analyses suggest that students who endorse a stress-is-enhancing mindset also tend to apply engagement coping strategies and that the use of such coping strategies serve as a potential mediator of the relationship between the students’ stress-is-enhancing mindset and well-being. The stress-is-debilitating mindset was found to have a positive relationship with depressive symptoms; this relationship was not significantly mediated by coping. The findings suggest that endorsing a stress-is-enhancing mindset, along with the use of engagement coping, may serve as a protective factor to promote adolescents’ well-being when experiencing high stress.

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2019冠状病毒病大流行期间新加坡中学生的压力心态、应对策略和幸福感

摘要本研究探讨了2019冠状病毒病大流行期间学生的压力心态与幸福感之间的关系。该研究还试图研究学生的应对策略如何调节学生的压力心态和幸福感之间的关系。该研究采用了横断面调查设计，中学生（N = 617）作为参与者。平行中介分析的结果表明，支持压力增强心态的学生也倾向于采用参与应对策略，这种应对策略的使用是学生压力增强心态和幸福感之间关系的潜在中介。研究发现，压力使人衰弱的心态与抑郁症状呈正相关；这种关系并没有通过应对来显著调节。研究结果表明，支持压力可以增强心态，同时使用参与应对，这可能是青少年在经历高压力时增进幸福感的一个保护因素。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Psychology Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： This journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education. The journal places particular emphasis on the publishing of papers reporting applied research based on experimental and behavioural studies. Reviews of relevant areas of literature also appear from time to time. The aim of the journal is to be a primary source for articles dealing with the psychological aspects of education ranging from pre-school to tertiary provision and the education of children with special needs. The prompt publication of high-quality articles is the journal"s first priority. All contributions are submitted "blind" to at least two independent referees before acceptance for publication.