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The Moderation Effect of a Deep Study Strategy on the Relationship between Stress and Mental Well-Being in Students

Heuken, L.P. (2024) The Moderation Effect of a Deep Study Strategy on the Relationship between Stress and Mental Well-Being in Students.

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Abstract:In academia, students experience various stressors that are shown to diminish their mental well-being strongly. A deep study approach includes organizational skills, engagement, and academic improvement and is associated with differences in stress perception and well-being. Hence, this study aimed to explore the moderating effect of a deep study approach on the relationship between perceived stress and well-being in students. A cohort of 109 students compiled the sample. They completed an online questionnaire including the scales: the Student Life Challenges scale, the Mental Health Continuum, and the Study Approach Inventory, which measured the variables of stress, mental well-being, and deep study style. Fundamental support was found for the correlation between stress and well-being (r=.42, p<0.01), the deep study approach and stress (r=.24, p<0.05), and study style and well-being (r=.24, p<0.05). However, the moderation analysis revealed no significant findings for an interaction effect of stress and a deep study approach on well-being (estimate=0.03, SE= 0.30, p=.92). Besides this lack of evidence, a deep study style can nevertheless be associated with reduced stress and enhanced well-being. Therefore, students may benefit from reflecting on their current learning strategies. However, further research is needed to clarify the exact effect of study styles.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
Link to this item:https://purl.utwente.nl/essays/100042
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