The Moderating Role of Positive and Negative Affect on the Relationship between Perceived Social Support and Stress in College Students

Abstract

During college years, which are known as a stressful time, students may often face stress personally, socially, academically, economically, and so forth in various areas of life. One of the important sources that students use to cope with stress is social support. Students can cope with stress easier via the support they receive from their friends or family. While social support is seen as a protective mechanism against stress, some psychological factors may have increasing or decreasing effects on this support. Positive and negative affects, two opposing indicators of individual psychological adjustment, may function differently in this context. In the current study, the moderator roles of positive and negative affect on the relationship between perceived social support and stress in college students was investigated. The sample consisted of 479 undergraduate students from the faculty of education in a public university. Data was collected using the Multidimensional Scale of Perceived Social Support, the Perceived Stress Scale, and the Positive and Negative Affect Scale. In data analysis, hierarchical multiple regression analysis based on the steps of Baron and Kenny's (1986) moderating model was used. The research findings indicate that negative affect has a moderator role in the relationship between perceived social support and stress, whereas positive affect does not have a similar function. Accordingly, as negative affect increases, the positive effect of social support on perceived stress decreases.

Introduction to the Special Issue on Open Science Practices: Badges of Honor

“…Of participants, 156 (31.1%) selfidentified as a person with a disability, and 346 did not selfidentify as having a disability (68.9%). Participants indicated has demonstrated acceptable reliability in previous studies (α = .84 to .91;Çivitci, 2015;Dahlem et al, 1991). The convergent validity of the MSPSS is dem onstrated by positive correlations with measures of family and peer relations (r = .48 for family and .42 for peers ;Osman, Lamis, Freedenthal, Gutierrez, & McNaughtonCassill, 2014).…”

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“…has demonstrated acceptable reliability in previous studies (α = .84 to .91; Çivitci, 2015;Dahlem et al, 1991). The convergent validity of the MSPSS is dem onstrated by positive correlations with measures of family and peer relations (r = .48 for family and .42 for peers; Osman, Lamis, Freedenthal, Gutierrez, & McNaughtonCassill, 2014).…”

The role of social skills in burnout and engagement among university students

“…Social support (Riggio et al, 1993) has been proposed to buffer the risk of studyrelated burnout (Cobb, 1976;Emadpoor, Lavasani, & Shacheraghi, 2016;Civitsi, 2015;Halbesleben & Buckley, 2006) and foster study-related engagement (Lamonte et al, 1995;Kantanis, 2000). Social skills are positively correlated with perceived social support, and social skills combined with social support predict satisfaction and adjustment in college students (Riggio et al, 1993).…”

“…There is only one study describing the role of social skills in burnout among medical residents (Pereira-Lima & Loureiro, 2015) so there is definitely a need for further studies with relation to higher education students and the role of social skills in study engagement as well. While there is limited research about the relation between social skills and burnout, social support has repeatedly been shown to buffer the risk of study burnout (Emadpoor, Lavasani, & Shahcheraghi, 2016;Civitsi, 2015;Halbesleben & Buckley, 2006;Jacobs & Dodds, 2003).…”