Structural Equation Modeling of Distress Tolerance Based on Spiritual Intelligence with the Mediating Role of Coping Strategies among University Students

Abstract

Introduction and Aim: Distress tolerance is a crucial psychological construct associated with emotional regulation, adaptation to stressful situations, and mental health among university students. The present study aimed to investigate a structural model predicting distress tolerance based on spiritual intelligence with the mediating role of coping strategies among students.

Methodology: This descriptive-correlational study employed structural equation modeling (SEM). The statistical population consisted of all male and female students attending universities in Qom, Iran, during 2025–2026. A total of 300 participants were selected through convenience and voluntary sampling. Data were collected using the Distress Tolerance Scale (DTS), Abdollahzadeh’s Spiritual Intelligence Questionnaire, and the Short Form of the Coping Inventory for Stressful Situations (CISS). Pearson correlation coefficients, SEM analysis, and bootstrapping procedures were applied for data analysis.

Findings: The results demonstrated that spiritual intelligence had a significant positive direct effect on distress tolerance (β=0.31). Problem-focused coping also showed a significant positive direct effect on distress tolerance (β=0.22). Conversely, emotion-focused coping (β=-0.43) and avoidance coping (β=-0.26) exerted significant negative direct effects on distress tolerance. Bootstrapping and VAF analyses revealed a significant partial mediating role of emotion-focused coping in the relationship between spiritual intelligence and distress tolerance (VAF=0.249), whereas the mediating effects of problem-focused and avoidance coping were not supported. Model fit indices indicated satisfactory model fit (CFI=0.940, RMSEA=0.066, GFI=0.931). Overall, the model explained 39% of the variance in distress tolerance.

Conclusion: The findings suggest that spiritual intelligence serves as an important psychological resource that enhances students’ distress tolerance both directly and indirectly through reducing maladaptive emotion-focused coping strategies. Therefore, interventions aimed at strengthening spiritual intelligence and promoting adaptive coping skills may contribute substantially to improving students’ mental health and resilience when facing stressful life experiences.