COPING WITH STRESS: THE MEDIATING ROLE OF EMOTION

Abstract

Personal psychological resources are very important in preventing academic stress. This article analyzes the effect of thinking on the action for coping with academic stress. Moreover, it analyzes the role of emotion as a mediator of this relationship. A validated self-report instrument was used to investigate 571 school students to assess levels of coping with academic stress. The mediation analyses were performed using the AMOS software version 22. The mediation model includes three factors: thinking, emotion, and action. The results indicate that emotion partially mediates the relationship between thinking and action. These findings reveal the benefits of using personal resources to enhance effective coping with academic stress while attending school.