Coping Resilience and Flourishing among Passionate Students withDifferent Levels of Well-Being – the Moderating Role of Assertiveness

Introduction: The study examined passionate students’ coping mechanisms within the framework 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 resilience and flourishing. Fulfilling basic psychological needs, such as autonomy, competence, and relatedness, influences the effectiveness of coping with challenges and achieving psychological well-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 relationship between resilience and flourishing among passionate students with different levels of well-being. Research Method: The study investigated the moderating role of assertiveness in the relationship between resilience and flourishing in groups of passionate students with lower and higher levels of well-being. Tools included Ryff’s Psychological Well-Being Questionnaire (PWB), the Brief Resilient Coping Scale (BRCS), and the Self-Other Questionnaire. Results: The moderation analysis revealed that assertiveness strengthens the positive effect of resilience on flourishing among students with low levels of well-being. The model accounted for a significant proportion of the variance in flourishing in this group, underscoring the critical role of assertiveness in psychological well-being. Conclusions: The findings indicate that psychological interventions should focus on developing assertiveness to support students’ psychological well-being.