Applicability of the Goodness-of-Fit Hypothesis to Coping with Daily Hassles

This study examined the applicability of Lazarus and Folkman's (1984) goodness-of-fit hypothesis to the relationship between college students' daily hassles and psychological symptomology. Specifically, the model predicts that, given a daily hassle which one may change, it is more functional to alter the source of the daily hassle than it is to let the stressor go unchecked and simply try to manage the negative emotions produced by the event. Conversely, given a stressor one cannot alter it is more functional to regulate the emotions produced by the event than to engage in repeated futile attempts to change an uncontrollable stressor. It was predicted that subjects who tended to violate these principles across multiple daily hassles would be characterized by the highest psychological symptomology. Although the 69 college students' frequency of daily hassles was positively associated with psychological symptomology and students tended to match the method of coping with the appraised controllability of their daily hassles, no support for the goodness-of-fit hypothesis was found.

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The Relationship among College Students’ Academic Control, Academic Value, Positive Emotions, Negative Emotions, and Goal Commitment

Korean Education Inquiry ◽

10.22327/kei.2018.06.36.2.025 ◽

2018 ◽

Vol 36 (2) ◽

pp. 25-47

Author(s):

Dae-Hoon Kwon

Keyword(s):

College Students ◽

Positive Emotions ◽

Negative Emotions ◽

Goal Commitment ◽

Academic Control ◽

The Relationship

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The mediating effect of appraisal on the relationship between neuroticism and coping during an anagram-solving task: A goodness-of-fit hypothesis perspective

Personality and Individual Differences ◽

10.1016/j.paid.2012.03.037 ◽

2012 ◽

Vol 53 (3) ◽

pp. 306-311 ◽

Cited By ~ 6

Author(s):

Mark E. Boyes ◽

Davina J. French

Keyword(s):

Goodness Of Fit ◽

Mediating Effect ◽

Goodness Of Fit Hypothesis ◽

And Coping ◽

The Relationship

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Trait Mindfulness and College Student Interpersonal Sensitivity: The Mediating Role of Negative Emotions and the Moderating Role of Effectiveness/Authenticity

10.21203/rs.3.rs-83562/v1 ◽

2020 ◽

Author(s):

Xiaoqian Ding ◽

Tian Zhao ◽

Xiaoxi Li ◽

Zirong Yang ◽

Yi-Yuan Tang

Keyword(s):

College Students ◽

College Student ◽

Protective Factor ◽

Negative Emotions ◽

Interpersonal Sensitivity ◽

Trait Mindfulness ◽

Mediating Role ◽

The Relationship ◽

Moderating Role

Abstract Background: College student interpersonal sensitivity has received increased attention in recent years, and trait mindfulness has been found to be a protective factor in interpersonal relationships. However, little is known about the mediating and moderating mechanisms underlying this relation. The aim of this study was to investigate (a) the mediating role of negative emotions in the association between trait mindfulness and interpersonal sensitivity, and (b) the moderating role of the effectiveness/authenticity in the indirect relationship between trait mindfulness and college student interpersonal sensitivity. Methods: This model was examined with 1419 Chinese college students (mean age=18.38 years, SD= 0.86); the participants completed measurements regarding trait mindfulness, negative emotions, the effectiveness/authenticity, and interpersonal sensitivity. Results: The correlation analyses indicated that trait mindfulness was significantly negatively associated with college student interpersonal sensitivity, and the effectiveness/authenticity was significantly negatively associated with college student interpersonal sensitivity. Mediation analyses revealed that negative emotions partially mediated the link between trait mindfulness and interpersonal sensitivity. Moderated mediation further indicated that the relationship between trait mindfulness and negative emotions was more significant for college students with high level of effectiveness/authenticity; the relationship between negative emotions and interpersonal sensitivity was more significant for college students with low level of effectiveness/authenticity.Conclusion: Mindfulness training may help reduce interpersonal sensitivity in college students. When college students have strong effectiveness/authenticity, lower negative emotions may be a protective factor to prevent interpersonal sensitivity.

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Exploring the Relationship Between Trait Mindfulness and Interpersonal Sensitivity for Chinese College Students: The Mediating Role of Negative Emotions and Moderating Role of Effectiveness/Authenticity

Frontiers in Psychology ◽

10.3389/fpsyg.2021.624340 ◽

2021 ◽

Vol 12 ◽

Author(s):

Xiaoqian Ding ◽

Tian Zhao ◽

Xiaoxi Li ◽

Zirong Yang ◽

Yi-Yuan Tang

Keyword(s):

College Students ◽

Negative Emotions ◽

Interpersonal Sensitivity ◽

Self Report ◽

Trait Mindfulness ◽

Chinese College Students ◽

Mediation Analyses ◽

Mediating Role ◽

The Relationship

Background: Interpersonal sensitivity is a prominent mental health problem facing college students today. Trait mindfulness is a potential positive factor that may influence interpersonal relationships. However, the precise relationship between trait mindfulness and interpersonal sensitivity remains elusive, which limits the optimization and further application of mindfulness-based intervention schemes targeting interpersonal sensitivity. This study aimed to explore (a) whether negative emotions mediate the relationship between trait mindfulness and interpersonal sensitivity and (b) whether the relationship among trait mindfulness, negative emotions, and interpersonal sensitivity is moderated by effectiveness/authenticity. We hypothesize that (a) negative emotions mediate the relationship between trait mindfulness and interpersonal sensitivity, and (b) effectiveness/authenticity moderates the indirect association between trait mindfulness and interpersonal sensitivity through negative emotions.Methods: One thousand four hundred nineteen Chinese college students (1,023 females, 396 males), aged from 17 to 23 (SD = 0.86, mean = 18.38), participated in this study. Their trait mindfulness, negative emotions, the effectiveness/authenticity, and interpersonal sensitivity were measured using well-validated self-report questionnaires.Results: Correlational analyses indicated that both trait mindfulness and effectiveness/authenticity were significantly and negatively associated with interpersonal sensitivity. Mediation analyses uncovered a partial mediating role of negative emotions in the relationship between trait mindfulness and interpersonal sensitivity. Moderated mediation analyses showed that in college students with high effectiveness/authenticity, the relationship between trait mindfulness and negative emotions was stronger, whereas the relationship between negative emotions and interpersonal sensitivity was weaker.Conclusion: Negative emotion is a mediator of the relationship between trait mindfulness and interpersonal sensitivity, which in turn is moderated by effectiveness/authenticity. These findings suggest a potential mechanism through which trait mindfulness influences interpersonal sensitivity. Mindfulness-based interventions have the potential to decrease interpersonal sensitivity and offer a basis for predicting individual differences in response to mindfulness-based interventions among individuals.

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