It is generally assumed that wise people know how to manage hardship and crises in life. If true, wisdom should buffer against stress among college students. Conversely, stress might adversely affect students’ wisdom by causing them to focus more on their own needs rather than other people’s perspectives, feelings, and needs. We used a short-term longitudinal survey of 216 college students to examine the relations between three-dimensional wisdom (assessed by the Three-Dimensional Wisdom Scale, consisting of cognitive, reflective, and compassionate dimensions) and perceived stress (assessed by the Perceived Stress Scale) at the beginning and end of the semester. Paired-sample t tests indicated that, on average, perceived stress increased over time, whereas three-dimensional wisdom, and specifically the cognitive and compassionate wisdom dimensions, decreased between the beginning and end of the semester. Cross-linked autoregressive models showed a negative association between wisdom and perceived stress concurrently at the beginning and end of the semester and an inverse effect of wisdom on perceived stress longitudinally but not vice versa after controlling for baseline scores. Although some stressful experiences might lead to stress-related growth and ultimately greater wisdom in the long-term, our results suggest that stress is negatively related to the development of wisdom among college students. However, wisdom might buffer feelings of stress over time. Hence, fostering wisdom might strengthen equanimity and mental health, particularly during stressful times.

通常认为，明智的人知道如何处理生活中的困苦和危机。如果属实，智慧应该可以缓解大学生的压力。相反，压力可能会导致学生更多地关注自己的需求，而不是他人的观点，感受和需求，从而对学生的智慧产生不利影响。我们对216名大学生进行了短期纵向调查，研究了三维智慧（由认知，反射和同情维度组成的三维智慧量表评估）与感知压力（由感知压力评估）之间的关系。比例）在学期开始和结束时。配对样本t测试表明，平均而言，感知的压力随着时间的推移而增加，而三维智慧，特别是认知和同情智慧维度，在学期开始和结束之间有所下降。交联的自回归模型显示，在学期开始和结束时，智商和感知压力之间同时存在负相关关系，而智商对感知压力的反作用在纵向上反作用，但在控制了基线分数后却没有相反的作用。尽管某些压力经历可能会导致与压力有关的增长，并最终在长期内增加智慧，但我们的结果表明，压力与大学生的智慧发展负相关。但是，随着时间的流逝，智慧可能会缓解压力感。因此，