The Relationships of Creative Coping and College Students’ Achievement Emotions and Academic Stress: The Mediating Role of Psychological Capital

Abstract

Creative coping is the use of creativity as a positive strategy when facing stress. The existing empirical investigation of creative coping is scarce, particularly in the field of educational psychology. The present study aims to explore the relationships of college students’ creative coping and their achievement emotions and academic stress as well as the underlying mechanism. The sample included 780 Chinese college students. The Creative Coping Scale, Positive Psychological Capital Questionnaire, Learning Stress Inventory for College Students, and the short version of the Achievement Emotions Questionnaire were used. Statistical results showed that creative coping was positively related with students’ positive achievement emotions and negatively related with negative achievement emotions, but insignificantly with academic stress. Moreover, psychological capital played a mediating role in the relationship between creative coping and achievement emotions and in the relationship between creative coping and academic stress with a suppression effect.

Psychological Capital Related to Academic Outcomes Among University Students: A Systematic Literature Review

“…PsyCap may have a suppressive influence on students’ relationship between creative coping and academic stress. 60 Geremias, Lopes, and Soares confirmed the mediating role of PsyCap in the relationship between student network centrality and internal learning in teams. 26 The results of earlier studies on the connection between PsyCap and emotions as well as the association between PsyCap and coping were generally consistent.…”

“… Results indicated that exhibited also the highest scores of internal learning in teams. (Profile 1- Empty PsyCap) presented the lowest scores of internal learning in teams 32 23 Saman (2021) 59 Indonesia Examining the impact of psychological capital on academic achievement and work performance: The roles of procrastination and conscientiousness To investigate the effect of PsyCap on students’ academic achievement and employees’ performance through procrastination 1670 university students PsyCap (IV): PsyCap Questionnaire (PCQ) is a measure of PsyCap (Luthans et al, 2007) Procrastination (MED): Procrastination scale developed by Tuckman (1991) Conscientiousness (MOD): Big Five Inventory Academic Achievement Work Performance for Employees (DV): The employees’ work performance was measured using the Individual Work Performance (IWP) scale (Koopmans et al, 2014) Results indicated that the students’ PsyCap had a negative direct impact on academic procrastination, but procrastination did not significantly impact students’ cumulative Grade-Point Average (GPA) 35 24 Xu (2022) 60 China The Relationships of Creative Coping and College Students’ Achievement Emotions and Academic Stress: The Mediating Role of Psychological Capital To explore the relationships between college students’ creative coping and their achievement emotions and academic stress as well as the underlying mechanism 780 Chinese college students Creative Coping (IV): The 10-item simplified version (CCS-10) of the Creative Coping Scale-19 (CCS-19) PsyCap (MED): The Positive PsyCap Questionnaire (PPQ) Achievement Emotions (DV): Questionnaire (AEQ-S) Academic Stress (DV): The Learning Stress Inventory for College Students (Tian and Deng 2007) Results indicated that PsyCap played a mediating role in the relationship between creative coping and achievement emotions and in the relationship between creative coping and academic stress with a suppression effect 31 25 Sweet (2020) 61 USA Academic Psychological Capital: A Novel Approach to Freshmen Retention To explore the relationship of PsyCap and retention of four cohorts of freshmen 2015 a 75% (N ¼ 1627). 2016 a 76% response rate (n ¼ 388) 017 an 89% response rate (n ¼ 496) 2018 a 61% response rate (n ¼ 355) 2019 an 85% response rate (n ¼ 388).…”

“… 48 This correlation was also highlighted in the research of Xu and Wang, where they similarly discovered an inverse relationship between academic stress and all four PsyCap components. 60 Also students who had a high cumulative grade point average, received information on stress reduction, were aware of mental health resources on campus, felt experiences that challenged them to grow and become a better person, felt their life had a sense of direction or meaning to it. 46 …”

Hotspots and research trends of the ‘dark side of creativity’ in the last decade

“…Conversely, ‘identification’ has often been examined as a prerequisite for creativity. Xu [ 26 ] emphasized that creative coping is to use creativity as a positive coping strategy in the face of stress, and this creative coping is positively correlated with students' positive achievement emotions and negatively correlated with negative achievement emotions. Gao [ 27 ] pointed out that malicious creativity as the dark side of creativity can harm others materially, physically or mentally, and used different strategies in the study to provide the neural correlation of malicious creative ideas through neuroimaging technology.…”

The impact of career expectation on employment anxiety of art students in higher vocational colleges during the COVID-19: A chain mediating role of social support and psychological capital

“…As an extension of positive psychological ideas in the field of organizational behavior, psychological capital has received extensive attention from researchers in many disciplines. It is a positive psychological state or psychological energy displayed by individuals in the process of growth and development ( Min and Minte, 2022 ; Xu and Wang, 2022 ). Psychological capital is closely related to the employment activities of college students, which can stimulate the internal employment potential of individuals, and change the cognition and attitude toward employment, thus increasing employment opportunities and enhancing employment success ( Nimmi et al, 2021 ).…”