The mediating role of coping styles in the relationship between temperament and stress-related variables

Exploring the association among trait resilience, well-being, and coping strategies in Sicilian teenagers

Resilience is a personality trait strictly influenced by several protective and risk individual factors and analysis of its strengthness is useful to enhance the psychological well-being of teenagers. The aim of this quantitative cross-sectional study was to explore the relationships among resilience in terms of personality trait, psychological well-being, and coping strategies in a large group of Sicilian teenagers. We hypothesized that: the more the teenagers used functional coping strategies (e.g., active and supportive coping strategies), the more they were highly resilient, and they scored higher in dimensions of psychological well-being; the more the teenagers showed high levels of psychological well-being, the more they were highly resilient. The sample consisted of 467 teenagers (age-range: 11–13), 235 girls and 232 boys, randomly recruited from two state junior schools in Catania, Sicily (Southern Italy). For data collection, we used comprehensive inventory of thriving (CIT) for psychological well-being, resilience scale, and children’s coping strategies checklist-R1. Results indicated that there were statistically significant correlations between resilience and dimensions of psychological well-being, as well as between resilience and coping strategies. In addition, multiple regression analyses showed that the use of functional coping strategies and high values of psychological well-being had a positive impact on resilience of teenagers. Future research will compare these findings with those deriving from samples of children to highlight the presence of similarities or differences in the use of coping strategies.

Coping strategies as predictors of stress resilience in adolescents: An empirical study in the context of Positive Psychotherapy

The article presents an empirical study of the relationship between coping strategies and stress resistance in young individuals, driven by the increasing psycho-emotional burden on youth in contemporary social conditions and the growing relevance of examining the psychological mechanisms of stress adaptation. The theoretical framework of the study is grounded in the transactional model of stress and coping, according to which stress management is understood as a dynamic interaction between cognitive appraisal and behavioral coping strategies. At the same time, the interpretation of the findings is carried out within the framework of Positive Psychotherapy, which conceptualizes stress resistance as a dynamic outcome of the development of actual capabilities and the maintenance of balance across key life domains. The sample consisted of 50 respondents aged 17-21. Empirical data were collected using the Stress Resistance Test (S. Maksymenko, L. Karamushka, & O. Zaychykova), the Boston Stress Test (lifestyle analysis) (J. Miller & A. Smith), and the Brief COPE inventory (C. Carver; adapted by T. Yablonska et al.). Statistical data processing was conducted using descriptive and inferential statistical methods. The findings indicate that a moderate level of stress resistance predominates among respondents. At the same time, a clear relationship was identified between stress resistance and coping strategies: individuals with higher levels of stress resistance more frequently employ adaptive coping strategies, such as planning, positive reframing, and seeking social support. Conversely, respondents with lower stress resistance are more likely to rely on maladaptive strategies, including avoidance, denial, and self-blame. The results confirm the research hypothesis and support the interpretation of stress resistance in youth as a dynamic construct formed through the acquisition and use of effective coping strategies. Within the framework of Positive Psychotherapy, these findings are consistent with the concept of actual capabilities and the importance of maintaining internal balance. The identified patterns of coping behavior highlight the potential to develop adaptive strategies to enhance stress resistance and promote balance across the domains of body, activity, relationships, and meaning.

The Mediating Role of Meaning-Based Coping Between Forgiveness and Resilience: A Longitudinal Study

[The role of neuroticism, resilience and coping in the occurrence of nightmares].

Moderating the Association Between Perceived Academic Stressors and Active Coping: The Role of University Students’ Good Practices

University students face academic demands that may be associated with reduced use of active coping when perceived as stressful. This study examined whether feedback seeking, cooperative work, time management, and active learning moderated the association between perceived academic stressors and active coping. A cross-sectional, non-experimental design was used with 1014 undergraduates from the University of Extremadura. Participants completed measures of perceived academic stressors (E-CEA), active coping (A-CEA), and good practices (IBPEU). Four separate moderation models were estimated using PROCESS Model 1 with 5000 bootstrap resamples, adjusting for age, gender, year of study, and field of study. Perceived academic stressors were negatively associated with active coping, whereas all four good-practice dimensions were positively associated with it. All interaction terms were positive and statistically significant (B = 0.058–0.086, p = 0.017–0.046), but each accounted for only 0.34–0.49% of additional explained variance. Across all four models, higher reported levels of the corresponding good-practice dimension were associated with a less pronounced negative association between perceived academic stressors and active coping. The findings may inform the development and evaluation of student-support and instructional initiatives focused on feedback literacy, cooperative skills, time planning, and active engagement with learning. They also point to the relevance of educational conditions that may facilitate these practices within university learning environments.

The interactive role of physiological reactivity and victimization responses on internalizing symptoms in early childhood.

The present short-term longitudinal study examined the associations between preschoolers' coping responses to their personal experience of peer victimization and later internalizing symptoms. This study prospectively tested autonomic nervous system reactivity (i.e., respiratory sinus arrhythmia reactivity, RSA-R; and skin conductance level reactivity, SCL-R) as moderators of these associations. This secondary data analysis assessed a relatively well-resourced sample of 83 preschoolers (M = 45.59 months old, SD = 3.80, 47.0% female) over the course of approximately 1 year: first during the spring of participants' preschool (Time 1) and again during the spring of the subsequent pre-kindergarten year (Time 2). Hypotheses were guided by polyvagal theory, which highlights the importance of interactive effects of the sympathetic and parasympathetic nervous systems in the stress response. Results demonstrated that approach coping was associated with decreases in later internalizing symptoms. In addition, avoidance coping was associated with decreases in internalizing symptoms for participants exhibiting SCL-R inhibition. RSA-R did not moderate associations between coping and later internalizing symptoms. These findings provide preliminary support for the hypothesis that the adaptive alignment between coping behaviors and physiological reactivity may serve as a protective factor in buffering against psychological distress.