THE MICROSTRUCTURE OF A SHORT MEASURE OF NEGATIVE COPING AND ITS ASSOCIATIONS WITH STUDENT WELL-BEING AND ACADEMIC OUTCOMES

Andrew P. Smith*

ABSTRACT

Background: Avoidance, self-blame and wishful thinking can be described as negative coping styles in that prolonged use is often associated with negative outcomes. They are, therefore, an important component of models of well-being. The present study examined the microstructure of a three-item negative coping scale. Methods: An online survey was conducted, including questions on well-being outcomes and predictors of well-being (social support, psychological capital and stressors). The survey also included three items measuring negative coping (self-blame, avoidance and wishful thinking). One thousand two hundred and ninety-three university students completed the survey. Examination and coursework marks were available, and the Grade Point Average (GPA) score was calculated. The students also rated their perceived work efficiency and course stress. Results: Factor analysis showed that the negative coping questions loaded on a single factor. Correlations showed that all the negative coping items were significantly associated with well-being outcomes, course stress, and perceived work efficiency. Multivariate analyses included the other established predictors of well-being. Negative coping was significantly associated with all the outcomes except for GPA. Conclusions: The individual items from the negative coping scale of the WPQ were correlated with well-being outcomes, course stress and perceived work efficiency. The three-item negative coping scale from the Well-being Process Questionnaire consists of a single factor. When the total negative coping score and other established predictors of well-being and attainment were included in the same analysis, negative coping was associated with all outcomes except GPA, and the associations were generally higher for negative outcomes than positive ones.

Keywords: Well-being; Social support; Student Stressors; Negative coping; Psychological capital; Perceived stress; Negative well-being; Positive well-being; Academic attainment; Perceived efficiency; Course stress.