Relationships of Personality, Affect, Emotional Intelligence and Coping with Student Stress and Academic Success: Different Patterns of Association for Stress and Success

Autor/inn/en	Saklofske, Donald H.; Austin, Elizabeth J.; Mastoras, Sarah M.; Beaton, Laura; Osborne, Shona E.
Titel	Relationships of Personality, Affect, Emotional Intelligence and Coping with Student Stress and Academic Success: Different Patterns of Association for Stress and Success
Quelle	In: Learning and Individual Differences, 22 (2012) 2, S.251-257 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2011.02.010
Schlagwörter	Foreign Countries; Undergraduate Students; Student Characteristics; Affective Behavior; Affective Measures; Student Surveys; Predictor Variables; Correlation; Emotional Intelligence; Life Satisfaction; Academic Achievement; At Risk Students; Personality; Coping; Stress Management; Personality Traits; Grades (Scholastic); Structural Equation Models; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Affective disturbance; Active behaviour; Affektive Störung; Schülerbefragung; Prädiktor; Korrelation; Emotionale Intelligenz; Lebensvollendung; Schulleistung; Personalität; Bewältigung; Stressmanagement; Stressbewältigung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Notenspiegel
Abstract	The associations of personality, affect, trait emotional intelligence (EI) and coping style measured at the start of the academic year with later academic performance were examined in a group of undergraduate students at the University of Edinburgh. The associations of the dispositional and affect measures with concurrent stress and life satisfaction were also examined. The survey was completed by 238 students, of whom 163 gave permission for their end-of-year marks to be accessed. Complete data for modelling stress and academic success were available for 216 and 156 students respectively. The associations of academic success and stress differed, and high stress was not a risk factor for poor academic performance. Further analyses were based on the extraction of three composite factors (Emotional Regulation, Avoidance and Task Focus) from the EI and coping subscales. Structural equation modelling showed that academic performance was predicted by Conscientiousness, Agreeableness, positive affect and the Task Focus factor. Modelling for stress and life satisfaction showed relationships with personality, affect, and the Task Focus and Emotion Regulation factors. The Task Focus factor played a mediating role in both models, and the Emotion Regulation factor acted as a mediator in the model for stress and life satisfaction. The theoretical interpretation of these results, and their potential applications in interventions targeting at-risk students, are discussed. (Contains 2 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10