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International Journal of Psychology

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Cultural coping, Collective coping, Academic stress, Collective Self-Esteem, Subjective Well-Being




While culture’s effect on the coping process has long been acknowledged in the stress-coping literature conceptually, empirical evidence and attempts to discern the specific relationship between culture and coping remain very scarce. Against this backdrop, the present study applied the Cultural Transactional Theory (Chun, Moos, & Cronkite, 2006) to examine the mediating role of cultural coping behaviours (Collective, Engagement and Avoidance Coping) on the relationship between academic stress (AS) and two positive psychosocial well-being outcome measures: Collective Self-esteem (CSE) and Subjective Well-being (SWB). Responses from a sample of undergraduate students in Canada (N =328) were analysed to test a theory-driven, hypothesised model of coping using structural equation modelling (SEM). As hypothesised, the SEM results showed that: (a) the proposed cultural coping model fit the data well; (b) Engagement Coping and Collective Coping partially mediated the association between AS and the outcomes and (c) the path relationships among the constructs were in the hypothesised directions. A set of preliminary exploratory analyses indicated that Collective Coping was most strongly endorsed by the African/Black and the Middle Eastern cultural groups as compared to other ethnic groups. Implications of the study’s findings for future research and practice concerning culture, stress, and coping are discussed.


This is the peer reviewed version of The mediating role of cultural coping behaviours on the relationships between academic stress and positive psychosocial well-being outcomes, which has been published in final form at https://doi,org/10.1002/ijop.12421. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving

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Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License