عنوان مقاله [English]
نویسندگان [English]چکیده [English]
This study examined the mediating effect of coping styles on the relationship between academic stressors and reactions to stressors. On a sample consisting of 419 students (166 male 235 female) were administrated the Student-Life Stress Inventory (SLSI) and the Coping Inventory for Stressful Situation (CISS). Structural equation modeling was used to assess the relationships among latent and measured variables in the conceptual model. In the both models, results indicated that there is a significant positive correlation between academic stressors and reactions to stressors and emotion-oriented coping style. A significant negative correlation was found between academic stressors and task-oriented coping style. Results also indicated that the relationship between academic stressors and reactions to stressors by task and emotion oriented coping styles is mediated. All of the regression weights in the both models were statistically significant, and models' predictors accounted for 75% of the variance in reaction to stressors. The findings emphasize the need to recognize the mediating role of coping styles in examining relationship between academic stressors and reactions to stressors. Implications of these results are discussed for educational psychologists.