Social Psychology of Education

, Volume 21, Issue 5, pp 1061–1080 | Cite as

Personality, coping, and school well-being: an investigation of high school students

  • Paul Evans
  • Andrew J. Martin
  • Zorana Ivcevic


With a growing interest in well-being as an outcome of schooling, there is an increased need for research on how to enable it in students’ academic lives. This study examined personality and coping strategies as predictors of students’ well-being outcomes at school using structural equation modelling. Students (N = 328) completed measures of personality and coping strategies, and then approximately 6 months later reported on their satisfaction with school and subjective well-being. Results indicated that, along with personality and sociodemographics, productive coping strategies were associated with school satisfaction and subjective well-being 6 months later. The findings suggest that coping strategies used by adolescents to deal with the stresses of school have important consequences. Interventions to increase school students’ use of productive coping strategies may have meaningful impacts on their well-being.


Personality Coping Well-being School satisfaction 


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© Springer Nature B.V. 2018

Authors and Affiliations

  1. 1.School of EducationUniversity of New South WalesSydneyAustralia
  2. 2.Yale Center for Emotional IntelligenceYale UniversityNew HavenUSA

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