Quiet ego, self-regulatory skills, and perceived stress in college students

Abstract

Objective: Examine the unique contributions of self-control and grit subscales (perseverance, interest consistency) as potential mediators of the relationship between quiet ego characteristics and less perceived stress in college students.

Participants: Data from 1117 college students were collected between October, 2015 and May, 2016.

Methods: The sample was split randomly into exploratory and confirmatory samples. Multiple mediator models were tested with PROCESS module (SPSS v. 24) in both samples.

Results: Hypotheses were largely confirmed with self-control fully mediating the link between quiet ego and perceived stress in both samples.

Conclusions: Although many self-regulatory constructs may argue for their positive impact on college student outcomes, interventions that strengthen self-control, and not grit, may be most promising to reduce perceived stress. Further, interventions to strengthen quiet ego characteristics may be beneficial for strengthening self-control in college students.

Keywords: Grit; perceived stress; quiet ego; self-control.