BACKGROUND AND OBJECTIVES: In this study, we examined the mediating role of university students' coping strategies in the unique/additive influence of affective states and goal motivation on upward changes in affect during a midterm exam period. DESIGN: Using a short-term prospective design, key assumptions from the self-concordance model and the broaden-and-build theory were drawn upon to determine whether coping strategies are influenced by goal motivation and affective states, while also subsequently influencing short-term changes in affective states during a semester. METHOD: A sample of 272 students (79% females and 21% males) participated in a study in which they completed questionnaires twice during the semester. RESULTS: Results of structural equation modeling, using a true latent change approach, have generally supported our hypotheses. Positive affective states and autonomous goal motivation prospectively predicted task-oriented coping which, in turn, was associated with increases in positive affect. Negative affective states and controlled goal motivation prospectively predicted disengagement-oriented coping which, in turn, was associated with increases in negative affect. CONCLUSION: Coping partially mediates the unique association of affect and goal motivation with changes in affective states of university students.
BACKGROUND AND OBJECTIVES: In this study, we examined the mediating role of university students' coping strategies in the unique/additive influence of affective states and goal motivation on upward changes in affect during a midterm exam period. DESIGN: Using a short-term prospective design, key assumptions from the self-concordance model and the broaden-and-build theory were drawn upon to determine whether coping strategies are influenced by goal motivation and affective states, while also subsequently influencing short-term changes in affective states during a semester. METHOD: A sample of 272 students (79% females and 21% males) participated in a study in which they completed questionnaires twice during the semester. RESULTS: Results of structural equation modeling, using a true latent change approach, have generally supported our hypotheses. Positive affective states and autonomous goal motivation prospectively predicted task-oriented coping which, in turn, was associated with increases in positive affect. Negative affective states and controlled goal motivation prospectively predicted disengagement-oriented coping which, in turn, was associated with increases in negative affect. CONCLUSION: Coping partially mediates the unique association of affect and goal motivation with changes in affective states of university students.
Keywords:
Positive and negative affect; coping; flourishing; motivation; prevention; university students