:: Volume 4, Issue 4 (Vol4 No4 Winter 2018 - 2018) ::
J Child Ment Health 2018, 4(4): 81-92 Back to browse issues page
Prediction of Academic Stress Based on Personality Traits with the Mediation of Coping Styles
Farideh Amini , Farhad Khormaei
Faculty of Psychology and Educational Sciences, University of Shiraz, Shiraz, Iran
Abstract:   (2774 Views)
Background and Purpose: Stress is one of the inevitable problems of life, which is conceptualized as academic stress in educational situations. This study aimed to study the internal factors of academic stress, and prediction of academic stress based on personality traits with the mediation of coping styles.
Methods: This descriptive study is of correlational type. Participants of the study were 327 high school students (172 girls and 155 boys) in Sepidan city, Fars province in the academic year 2014-2015 that were selected by multistage cluster sampling. Academic stress questionnaire, five big personality traits questionnaire, and coping styles questionnaire were used to gather of data.
Results: The results showed that personality traits can predict the dimensions of academic stress either directly or through the interplay of coping styles. the role of the neuroticism factor in the positive prediction of stress due to sensitization factors and openness to experience in the negative prediction of stress due to lack of ability is significant. Also, the emotional coping style has a prominent role in the prediction of stress due to allergenic factors (P <0.05).
Conclusion: The results of this study showed that personality traits can affect academic stress both directly and through coping styles. Therefore, it can be admitted that students with specific personality traits choose coping styles that can affect their academic stressful experience.
Keywords: onality traits, academic stress, coping styles
Full-Text [PDF 1326 kb]   (867 Downloads)    
Type of Study: Research | Subject: Special
Received: 2017/08/17 | Accepted: 2017/10/30 | Published: 2018/03/7

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Volume 4, Issue 4 (Vol4 No4 Winter 2018 - 2018) Back to browse issues page