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

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          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.

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          Most cited references 78

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          The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior

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            The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations.

            In this article, we attempt to distinguish between the properties of moderator and mediator variables at a number of levels. First, we seek to make theorists and researchers aware of the importance of not using the terms moderator and mediator interchangeably by carefully elaborating, both conceptually and strategically, the many ways in which moderators and mediators differ. We then go beyond this largely pedagogical function and delineate the conceptual and strategic implications of making use of such distinctions with regard to a wide range of phenomena, including control and stress, attitudes, and personality traits. We also provide a specific compendium of analytic procedures appropriate for making the most effective use of the moderator and mediator distinction, both separately and in terms of a broader causal system that includes both moderators and mediators.
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              Happiness is everything, or is it? Explorations on the meaning of psychological well-being.

               Carol Ryff (1989)
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                Author and article information

                Journal
                Int J Environ Res Public Health
                Int J Environ Res Public Health
                ijerph
                International Journal of Environmental Research and Public Health
                MDPI
                1661-7827
                1660-4601
                25 December 2018
                January 2019
                : 16
                : 1
                Affiliations
                [1 ]Department of Psychology, University of A Coruña, A Coruña, 15071 Galicia, Spain; mar.ferradasc@ 123456udc.es (M.M.F.); vallar@ 123456udc.es (A.V.)
                [2 ]Faculty of Psychology, University of Oviedo, Oviedo, 33003 Asturias, Spain; jcarlosn@ 123456uniovi.es (J.C.N.); gvallejo@ 123456uniovi.es (G.V.)
                Author notes
                [* ]Correspondence: carlos.freire.rodriguez@ 123456udc.es ; Tel.: +34-981-167-000-1867
                Article
                ijerph-16-00048
                10.3390/ijerph16010048
                6339215
                30585237
                © 2018 by the authors.

                Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license ( http://creativecommons.org/licenses/by/4.0/).

                Categories
                Article

                Public health

                university students, eudaimonic well-being, self-efficacy, coping strategies, stress

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