The Effect of Self-Compassion Intervention on Academic Motivation and Academic Stress on Mental Health of Students in Hybrid Learning

Abstract

The hybrid learning model has been introduced as a model of learning in response to the cessation of the education system due to the COVID-19. It could be an effective strategy in response to educational crisis in the wake of future pandemics. The shift to online and hybrid model was met with reluctance and posed a set of new challenges like demotivation and stress due to the change in the dynamics of the entire education system. The study aimed to incorporate self-compassion interventions into the current hybrid model by means to improve motivation and reduce the stress levels of students. 20 students with age range 18-25 were targeted through convenience sampling in a pre-test post-test design to measure the level of academic stress, motivation and self-compassion. Academic stress scale, Academic Motivation Scale and Self-Compassion – Short Form were used. The research comprised of three phases, pre-intervention, intervention and post-intervention. Eight session plans of self-compassion interventions, self-compassionate motivation and stress reduction through mindfulness were introduced using Kristin Neff’s The Mindful Self-Compassion Workbook. Data was analyzed using Statistical Package for Social Sciences (SPSS) version 22. The results showed insignificant difference in Self-Compassion after the intervention (p=0.24) while academic motivation and academic stress had a value of p=0.000 representing an increase in academic motivation (p<0.05) and a decrease in academic stress (p<0.05) post intervention. This study will pave way for further researches to find effective measures as means of preparedness for future pandemic and educational crisis.