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<p>This study examined how perceived stress, personal characteristics (psychological capital dimensions, depressive symptoms, loneliness), and personal resources (approach and avoidant coping) are related to well-being, while taking sociodemographic factors into account. A further aim was to examine whether personal characteristics and coping styles serve as mediators in the stress-well-being relationship. The research sample consisted of 213 students (mean age = 23.04; 89.2% female) who completed an online questionnaire. The data were analyzed using hierarchical regression and parallel mediation analysis. The results showed that perceived stress was significantly negatively associated with students’ well-being. Furthermore, optimism, hope and loneliness significantly and partially mediated the relationship between perceived stress and well-being, while the other examined variables were found to be non-significant. The study highlights the protective function of psychological capital and the risk posed by social isolation in the academic context. Interventions aimed at enhancing internal psychological resources and reducing loneliness may be effective in promoting mental well-being among university students. These findings have both theoretical and practical implications for the development of well-being programs in higher education.</p>

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The mediating role of personal characteristics and resources in the relationship between perceived stress and university students’ well-being

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月2日

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  • Janka Liptáková,
  • Oľga Orosová

摘要

This study examined how perceived stress, personal characteristics (psychological capital dimensions, depressive symptoms, loneliness), and personal resources (approach and avoidant coping) are related to well-being, while taking sociodemographic factors into account. A further aim was to examine whether personal characteristics and coping styles serve as mediators in the stress-well-being relationship. The research sample consisted of 213 students (mean age = 23.04; 89.2% female) who completed an online questionnaire. The data were analyzed using hierarchical regression and parallel mediation analysis. The results showed that perceived stress was significantly negatively associated with students’ well-being. Furthermore, optimism, hope and loneliness significantly and partially mediated the relationship between perceived stress and well-being, while the other examined variables were found to be non-significant. The study highlights the protective function of psychological capital and the risk posed by social isolation in the academic context. Interventions aimed at enhancing internal psychological resources and reducing loneliness may be effective in promoting mental well-being among university students. These findings have both theoretical and practical implications for the development of well-being programs in higher education.