Personality Profiles among Honors and Regular Undergraduate Students: Associations with Well-Being and Strategies for Coping with Stress
| Title: | Personality Profiles among Honors and Regular Undergraduate Students: Associations with Well-Being and Strategies for Coping with Stress |
|---|---|
| Language: | English |
| Authors: | Sakhavat Mammadov (ORCID |
| Source: | Gifted Child Quarterly. 2025 69(1):16-33. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | N |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Personality Traits, Undergraduate Students, Honors Curriculum, Coping, Student Welfare, Stress Variables, Differences, Student Characteristics |
| DOI: | 10.1177/00169862241269058 |
| ISSN: | 0016-9862 1934-9041 |
| Abstract: | The aim of this study was two-fold: (a) to explore personality profiles among honors undergraduate students and regular undergraduate students, and (b) to investigate the extent to which these profiles are associated with students' well-being and coping strategies for stress. Using latent class analysis (LCA) on the Big Five personality traits of a total of 532 undergraduate students (229 honors students), we identified three distinct profiles: Overcontrollers, Averages, and Resilients. Honors students were underrepresented in the Averages profile. No significant disproportionality was observed in the other two profiles. Resilients had the highest well-being scores and showed a greater tendency to engage in proactive problem-solving when faced with stress. In contrast, Overcontrollers leaned toward using accountability and self-critique as their primary coping strategy. Findings are discussed in the context of replicable personality prototypes and in relationship to prior research involving honors and academically advanced students. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1450797 |
| Database: | ERIC |
| ISSN: | 0016-9862 1934-9041 |
|---|---|
| DOI: | 10.1177/00169862241269058 |
| Published in: | Gifted Child Quarterly |
| Language: | English |