The purpose of this study was to investigate the structural relationship among positive emotions, negative emotions, cognitive flexibility, perceived stress and psychological well-being of undergraduate students.
Specific objectives to accomplish the research goal were as follows: first, to inv...
The purpose of this study was to investigate the structural relationship among positive emotions, negative emotions, cognitive flexibility, perceived stress and psychological well-being of undergraduate students.
Specific objectives to accomplish the research goal were as follows: first, to investigate the goodness-of-fit of hypothetical structural model of positive emotions, negative emotions, cognitive flexibility, perceived stress and psychological well-being of undergraduate students. Second, to investigate the direct effect of positive emotions, negative emotions, cognitive flexibility, perceived stress on psychological well-being of undergraduate students. Third, to investigate the mediating effect of cognitive flexibility on the relationship among positive emotions, negative emotions, and psychological well-being of undergraduate students. Fourth, to investigate the mediating effect of perceived stress on the relationship among positive emotions, negative emotions, and psychological well-being of undergraduate students.
A questionnaires was used to measure the variables of this study. The questionnaires was consisted of Psychological Well-Being Scale(PWBS), Korean Version of Positive Affect and Negative Affect Schedule(PANAS), Cognitive Flexibility Inventory(CFI), and Perceived Stress Scale(PSS).
Data had been collected both online and directly from undergraduate students living in Daegu and Gyeongbuk. A total of 580 copies were collected, but after data screening, a total of 523 copies of data except for 57 copies were analyzed.
Data analysis was conducted by SPSS 25.0 program for reliability analysis of measurement tools, descriptive statistics and correlation for each observed variable, multicollinearity diagnosis, and was conducted by AMOS 21.0 program for confirmatory factor analysis and structural equation modeling. The p-value was 0.05. Also, to supplement the limitations of bootstrapping and to verify the multiple mediation of cognitive flexibility and perceived stress, a phantom variable, a virtual variable, was used to estimate specific indirect effects.
The main results of the study were as follows: First, the goodness-of-fit of the hypothetical structural model of positive emotions, negative emotions, cognitive flexibility, perceived stress and psychological well-being of undergraduate students was found to be appropriate, and the structural relationship between variables was predicted appropriately. Second, positive emotions, cognitive flexibility, perceived stress were found to have significant direct effects on psychological well-being of undergraduate students. But negative emotions weren't. Third, cognitive flexibility was found to have a significant mediating effect on the relationship between positive emotions, negative emotions and psychological well-being. Fourth, perceived stress was found to have a significant mediating effect on the relationship between positive emotions and psychological well-being. There was no moderating effect on the relationship between negative emotions and psychological well-being.
In conclusion, it was confirmed that positive emotions, negative emotions, cognitive flexibility, perceived stress were the major predictors of psychological well-being of undergraduate students. This suggests that it is necessary to improve cognitive flexibility and to reduce perceived stress for psychological well-being of undergraduate students. Therefore, this study has significance in providing fundamental data for researches about undergraduate students' psychological well-being by empirically measuring main variables and the relationships among them.
The purpose of this study was to investigate the structural relationship among positive emotions, negative emotions, cognitive flexibility, perceived stress and psychological well-being of undergraduate students.
Specific objectives to accomplish the research goal were as follows: first, to investigate the goodness-of-fit of hypothetical structural model of positive emotions, negative emotions, cognitive flexibility, perceived stress and psychological well-being of undergraduate students. Second, to investigate the direct effect of positive emotions, negative emotions, cognitive flexibility, perceived stress on psychological well-being of undergraduate students. Third, to investigate the mediating effect of cognitive flexibility on the relationship among positive emotions, negative emotions, and psychological well-being of undergraduate students. Fourth, to investigate the mediating effect of perceived stress on the relationship among positive emotions, negative emotions, and psychological well-being of undergraduate students.
A questionnaires was used to measure the variables of this study. The questionnaires was consisted of Psychological Well-Being Scale(PWBS), Korean Version of Positive Affect and Negative Affect Schedule(PANAS), Cognitive Flexibility Inventory(CFI), and Perceived Stress Scale(PSS).
Data had been collected both online and directly from undergraduate students living in Daegu and Gyeongbuk. A total of 580 copies were collected, but after data screening, a total of 523 copies of data except for 57 copies were analyzed.
Data analysis was conducted by SPSS 25.0 program for reliability analysis of measurement tools, descriptive statistics and correlation for each observed variable, multicollinearity diagnosis, and was conducted by AMOS 21.0 program for confirmatory factor analysis and structural equation modeling. The p-value was 0.05. Also, to supplement the limitations of bootstrapping and to verify the multiple mediation of cognitive flexibility and perceived stress, a phantom variable, a virtual variable, was used to estimate specific indirect effects.
The main results of the study were as follows: First, the goodness-of-fit of the hypothetical structural model of positive emotions, negative emotions, cognitive flexibility, perceived stress and psychological well-being of undergraduate students was found to be appropriate, and the structural relationship between variables was predicted appropriately. Second, positive emotions, cognitive flexibility, perceived stress were found to have significant direct effects on psychological well-being of undergraduate students. But negative emotions weren't. Third, cognitive flexibility was found to have a significant mediating effect on the relationship between positive emotions, negative emotions and psychological well-being. Fourth, perceived stress was found to have a significant mediating effect on the relationship between positive emotions and psychological well-being. There was no moderating effect on the relationship between negative emotions and psychological well-being.
In conclusion, it was confirmed that positive emotions, negative emotions, cognitive flexibility, perceived stress were the major predictors of psychological well-being of undergraduate students. This suggests that it is necessary to improve cognitive flexibility and to reduce perceived stress for psychological well-being of undergraduate students. Therefore, this study has significance in providing fundamental data for researches about undergraduate students' psychological well-being by empirically measuring main variables and the relationships among them.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.