The Relationship of Psychological Mindedness and General Coping to Psychological Adjustment and Distress in High-School Adolescents

Abstract

This study explored the relationship of psychological mindedness and general coping to adjustment in high-school adolescents. In a correlational design, the participants (N = 587, mean age = 15.90) completed measures of psychological mindedness, general coping, perceived stress, psychological distress, positive and negative affect, and satisfaction with life. The results generally supported predictions tying psychological mindedness and active/engagement coping to better adjustment, and avoidant coping to worse adjustment. Multivariate results indicated that psychological mindedness, active/engagement coping, and avoidant coping each contributed significantly to the variance in the combined variables of psychological distress, positive affect, negative affect, and satisfaction with life. Only behavioral avoidance moderated the relationship between perceived stress and adjustment. The current results supporting a positive relationship between psychological mindedness and adjustment suggest that psychologists, educators, and others working with adolescents might beneficially consider the possible influence of psychological mindedness on psychosocial adjustment in their clients.