COPING RESILIENCE AND FLOURISHING AMONG PASSIONATE STUDENTS WITH DIFFERENT LEVELS OF WELL-BEING – THE MODERATING ROLE OF ASSERTIVENESS
COPING RESILIENCE AND FLOURISHING AMONG PASSIONATE STUDENTS WITH DIFFERENT LEVELS OF WELL-BEING – THE MODERATING ROLE OF ASSERTIVENESS

Summary/Abstract: Introduction: The study examined passionate students’ coping mechanisms within the frame-work of Self-Determination Theory (SDT), considering their level of well-being. Specifically,it focused on the role of assertiveness as a moderator in the relationship between resilienceand flourishing. Fulfilling basic psychological needs, such as autonomy, competence, and re-latedness, influences the effectiveness of coping with challenges and achieving psychologicalwell-being.Research Aim: The aim of the study was to determine the relationships between resilience,assertiveness, and flourishing, as well as to explore how assertiveness moderates the relation-ship between resilience and flourishing among passionate students with different levels ofwell-being.Research Method: The study investigated the moderating role of assertiveness in the relation-ship between resilience and flourishing in groups of passionate students with lower and higherlevels of well-being. Tools included Ryff ’s Psychological Well-Being Questionnaire (PWB), theBrief Resilient Coping Scale (BRCS), and the Self-Other Questionnaire.Results: The moderation analysis revealed that assertiveness strengthens the positive effect ofresilience on flourishing among students with low levels of well-being. The model accountedfor a significant proportion of the variance in flourishing in this group, underscoring the criticalrole of assertiveness in psychological well-being. Conclusions: The findings indicate that psychological interventions should focus on develop-ing assertiveness to support students’ psychological well-being.

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