Correlational study on self-compassion and college adjustment among university freshmen during distance learning

Indani Durrotul Aini,Pratiwi Widyasari

doi:10.24036/00459za0002

Indani Durrotul Aini, Pratiwi Widyasari

Open Access

https://doi.org/10.24036/00459za0002

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Abstract

When entering college, first-year students faced new challenges. College adjustment is necessary in the early period of college because it can predict college success. Covid-19 pandemic hinders college adjustment due to distance learning. Meanwhile, a previous study conceptually mentioned that self-compassion supported college adjustment. This study examined the correlation between self-compassion and college adjustment among first-year college students in distance learning during Covid-19 pandemic. Undergraduate students batch 2020 (N = 381) were surveyed using Self-Compassion Scale and Student Adaptation to College Questionnaire. Pearson’s correlation test showed a positive significant correlation between self-compassion and college adjustment. The strongest correlation was found between isolation and personal-emotional adjustment. These findings indicated that self-compassion tends to help a better college adjustment in a distance learning context.

Highlights

When entering college, first-year students experience a life transition which describes a period of change in various aspects of life, ranging from personal responsibility, social support, and the campus environment (Astin & Astin, 2015)
Based on Neff and Germer (2018), first-year students at the Universitas Indonesia can be categorized as having a moderate level of self-compassion
The results of this study indicate that the Mindfulness and Compassion (MC) Model by Dvořáková, Greenberg, and Roeser (2019) and the results of Aydin’s (2016) research on the relationship between selfcompassion and college adjustment are found in the context of distance learning

Summary

Introduction

First-year students experience a life transition which describes a period of change in various aspects of life, ranging from personal responsibility, social support, and the campus environment (Astin & Astin, 2015). The changing phenomenon is felt from a personal-emotional perspective where psychological responses emerge, such as fear, stress, anxiety, and depression (Clinciu, 2013). These psychological responses harm the well-being of first-year students where students experience a decline in well-being during their first year in college (Gunnell et al, 2017)

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