Open AccessCoping Strategies and Accentuations of Personality Traits in First-Year Students with Different Levels of Subjective Well-Being
Author(s) -
Е. Ф. Ященко,
Olga V. Lazorak
Publication year - 2021
Publication title -
vestnik kemerovskogo gosudarstvennogo universiteta
Language(s) - English
Resource type - Journals
eISSN - 2078-8983
pISSN - 2078-8975
DOI - 10.21603/2078-8975-2020-22-4-1040-1049
Subject(s) - coping (psychology) , psychology , personality , subjective well being , big five personality traits , social psychology , clinical psychology , applied psychology , developmental psychology , happiness
The research objective was to determine the features, interrelations, and differences in subjective well-being, coping-strategies, and accentuations of personality traits. The experiment featured first-year students with different levels of subjective well-being that majored in technical sciences at the South Ural State University (National Research University) in Chelyabinsk (Russia). The research involved the subjective well-being scale developed by Perrudet-Badoux, Mendelsohn, and Chiche in M. V. Sokolova’s adaptation, R. Lazarus’s coping-test, and G. Schmieschek and K. Leonhard’s questionnaire. The experiment included 43 male students (mean age – 17,8), who were divided into three groups according to the level of subjective well-being. The first-year students with high and medium levels of subjective well-being had a wide range of coping strategies. The students with a low level of subjective well-being had an insufficient personal and psychoemotional resource to cope with adversities. The authors also defined priority links between accentuations, coping strategy, and subjective wellbeing. The experiment confirmed the hypothesis that first-year students with different levels of subjective well-being would have different indicators of coping strategies and accentuations of personality traits, as well as different structure of research scale connections. The results can help to create programs for the development of coping strategies in first-year students.