Coping as a building mechanism to explain the unique association of affect and goal motivation with changes in affective states.

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.