Self-compassion In Students Research Articles

Phototherapy to increase self-compassion in college students

Purpose: This study aims to determine the effect of phototherapy on increasing self-compassion in college students Method: This research method uses a quantitative experimental approach. This research was conducted using a quasi-experimental design. The sampling technique used in this study was non-probability sampling. The criteria for this study are University X students, aged 17–24 years, who have low self-compassion. The subjects of this study were 64 students at University X, divided into two groups: control and experimental. Results: (1) There is an effect of phototherapy on increasing self-compassion in students who are in the experimental group who have attended training, namely most of the subjects experience an increase in self-compassion. (2) There is a difference in self-compassion between the experimental group that was given phototherapy treatment and the group that was not given phototherapy treatment. Conclusion: It can be concluded that phototherapy training can make a difference in self-compassion in students, has an impact, and is proven effective for increasing self-compassion and increasing self-understanding.

Turn on your self-compassion and turn on the webcam. Self-compassion, self-esteem, body esteem, gender, and discomfort related to using the camera affect students’ activity during synchronous online classes

AbstractDuring the COVID-19 pandemic, many students refused to turn on their webcams during synchronous online classes. Students may intentionally remain invisible to teachers and colleagues for reasons related to their motivation and emotions. However, less is known about the relationships between students’ activity and frequency of turning on the webcam during synchronous online classes and their self-compassion. In our study (N = 450, Polish students aged 18 to 28), we examined the relationship between students’ self-compassion, self-esteem, body esteem, and discomfort when using webcams with their activity and frequency of turning on the webcam during synchronous online classes. We found that men scored higher than women on self-compassion, self-esteem, and body esteem, but lower on discomfort when using the webcam. In both genders, higher self-compassion was associated with higher self-esteem, higher body esteem, higher activity during synchronous online classes, and less discomfort when using the webcam. Moreover, in women, higher self-compassion was linked with more frequent turning on the webcam. We also observed that discomfort when using the webcam and self-esteem mediated relationships between self-compassion and activity and turning on the webcam during synchronous online classes. Our results indicate the importance of improving self-compassion in students during online education.

Effectiveness of Mindfulness-Based Cognitive Therapy on Psychological Distress Syndromes, Rumination, and Self-Compassion in Students with Psychological Distress

Objective: The current research was conducted with the aim of evaluating the effectiveness of Mindfulness-Based Cognitive Therapy (MBCT) on psychological distress syndromes, rumination, and self-compassion in students experiencing psychological distress. Methods and Materials: This study was applied in nature and employed a quasi-experimental design, specifically a pretest-posttest control group design with a three-month follow-up period. The statistical population consisted of all female medical science students in Tehran during the academic year 2020-2021, from which 30 individuals were selected through purposive sampling and randomly assigned into two groups of 15 (15 in the experimental group and 15 in the control group). Data were collected using the Lovibond and Lovibond (1995) Depression, Anxiety, and Stress Scales, the Nolen-Hoeksema and Morrow (1993) Rumination Scale, and the Neff (2003) Self-Compassion Scale. Mindfulness-Based Cognitive Therapy sessions were conducted in 8 weekly 90-minute group sessions. Data were analyzed through analysis of variance. Findings: The results of the data analysis indicated that Mindfulness-Based Cognitive Therapy was effective in reducing rumination, psychological distress syndromes, and in increasing self-compassion among students in the experimental group experiencing psychological distress, compared to the control group students who also experienced psychological distress. Conclusion: Based on the results of this study, health professionals can use Mindfulness-Based Cognitive Therapy to improve rumination, psychological distress syndromes, and self-compassion among students experiencing psychological distress.

Predicting COVID-19 anxiety based on cognitive flexibility mediated by self-compassion in students

The aim of this study was to predict covid-19 anxiety based on cognitive flexibility, considering the mediating role of self-compassion in students. The research method was descriptive-correlation and specifically structural equations. The statistical population in the present study included all male high school students in the second academic year 2020-2021 District 3 of Kermanshah, from which 322 students were selected as a research sample using multi-stage cluster sampling. To collect data, corona disease anxiety Alipour et al (2020) questionnaire, Neff (2003) self-compassion questionnaire and Dennis and Vander Wal (2010) cognitive flexibility questionnaire were used .Data analysis was performed by structural equation method using Amos software. The results showed that cognitive flexibility with mediating role of self-compassion (β = -0.16) is indirectly related to covid-19 anxiety, which is statistically with 99% confidence with is significant (p≤0.01).Also, between direct relationships, flexibility (β = -0.45) and self-compassion (β = -0.43) are directly and significantly related to covid-19 anxiety, and cognitive flexibility is directly related to self-compassion (β = 0.38). All these relationships are statistically significant with 99% confidence (p≤ 0.01).

The effectiveness of Emotion-Focused Therapy on Reducing Anxiety and Self-Compassion in Adolescents

Aim: The aim of this study was to evaluate the effectiveness of Emotion-Focused Therapy on reducing anxiety and self-compassion in adolescents aged 14 to 19 years 2021. Methods: The method of the present study is quasi-experimental and a pre-test-post-test design with a control group has been used to collect data. The statistical population of the study consisted of all female students aged 14 to 19 years from Shahid Beheshti Girls' High School in Tehran among them, 30 people were selected by available sampling method and randomly assigned to the experimental group (15 people in each group) and control group (15 people). The experimental group Emotion-Focused Therapy underwent 8 sessions of 90 minutes and the control group remained on the waiting list. The instruments used in the present study included the Anxiety Inventory (Beck, 1996) and the Self-Compassion Questionnaire (Nef, 2003), which were used in two stages: pre-test and post-test. The analysis of the information obtained from the questionnaire was performed through spss24 software in two descriptive and inferential sections (analysis of covariance). Results: The results showed that emotion-oriented therapy decreased anxiety (F=21.02, P=0.001) and increased self-compassion (F=138.47, P=0.001) in the post-test phase and this effect in the phase the follow-up was stable. Conclusion: According to the results of this study, emotion- Focused therapy is an effective intervention in reducing anxiety and increasing self-compassion in students.

Forecast of Academic Vitality Based on Family Emotional Atmosphere, Flourishing, and Self-Compassion in Students of Kermanshah University of Medical Sciences in 2019-2020

Forecast of Academic Vitality Based on Family Emotional Atmosphere, Flourishing, and Self-Compassion in Students of Kermanshah University of Medical Sciences in 2019-2020

Self-compassion influences the caring behaviour and compassion competence among saudi nursing students: A multi-university study.

AimThis research investigated the perceptions of Saudi nursing students regarding self‐compassion and examined its influence on their caring behaviour and compassion competence.DesignThis is a quantitative and cross‐sectional study.MethodsThis multiuniversity study surveyed a convenience sample of 961 nursing using the Self‐compassion Scale, Compassion Competence Scale and Caring Behavior Inventory‐16 version. Standard multiple analysis was performed separately for caring behaviour and compassion competence as dependent variables. For both models, the self‐compassion dimensions and the demographic variables were considered predictor variables.ResultsThe students reported their self‐compassion moderately, with mindfulness receiving the highest mean and self‐judgment receiving the lowest mean. Significant differences were observed on self‐compassion of students between universities. Caring behaviour and compassion competence were also rated moderately by the students. “Self‐kindness” and “common humanity” were identified as significant predictors of caring behaviour, whereas “self‐kindness,” “self‐judgment,” “common humanity” and “mindfulness” were significant predictors of compassion competence.

Belas kasih diri (self compassion) pada mahasiswa

Academic demands, adaptation, and socialization were things that must be experienced by every student. Going by these demands made students have unstable emotions. Prolonged negative emotions with no resolution made difficult for students to develop themselves and tend to withdraw from the environment. To overcome negative emotions, an individual must be able to accept all the realities, weaknesses, and problems that occur, this term refers to self compassion. Self compassion is a compassionate attitude or behavior towards ourself when facing difficulties, to accept all suffer, self-deprivation, and every failure as part of life. The purpose of this study was to determine general description of self compassion in students. Subjects were 345 students of University of Muhammadiyah Malang. Convenience sampling was used as sampling technique with Self Compassion Scale as measuring instrument. The results of this study were analyzed using quantitative descriptive test and showed that level of self compassion of students based on gender had a slight difference, 52,7% of men as well as 53,6% of women both in high category.

Correlations among academic pressure, self-compassion and learning burnout in nursing college students

Objective To explore the correlations among academic pressure, self-compassion and learning burnout in nursing college students, so as to provide a basis for promoting nursing students to learn. Methods In May 2018, we selected 303 nursing college students of first to third grade in a vocational college in Guangzhou as subjects by convenience sampling. All of the students were investigated with the Academic Pressure Scale, Self-Compassion Scale and Learning Burnout Scale. Results The scores of academic pressure, self-compassion and learning burnout were (0.40±0.14) , (3.20±0.42) and (2.82±0.51) respectively with 31.4% for the detection rate of learning burnout. Pearson correlation analysis showed that academic pressure of nursing students had a negative correlation with self-compassion (r=-0.14, P<0.05) , and had a positive correlation with learning burnout (r=0.27, P<0.05) ; self-compassion had a negative correlation with learning burnout (r=-0.59, P<0.05) . Academic pressure had an indirect impact on learning burnout mediated by self-compassion. Conclusions Nursing college students have a middle level of learning burnout. Nursing educators could relieve the academic pressure and learning burnout by improving self-compassion of students. Key words: Students, nursing; Junior college; Academic pressure; Self-compassion; Learning burnout

Short-Term Effects of a Multidimensional Stress Prevention Program on Quality of Life, Well-Being and Psychological Resources. A Randomized Controlled Trial.

It is well-documented that university students have an increased risk in developing psychological problems because they face multiple stressors. Cognitive, behavioral, and mindfulness-based stress prevention programs were shown to reduce symptoms of anxiety, depression, and perceived stress in university students. However, little is known of their effect on resource activation. Additionally, most validated interventions are unidimensional, i.e., including one stress-coping approach. In this study, we investigated the short-term effects of a multidimensional stress prevention program on students' quality of life, psychological symptoms and resources, and resilience factors against stress. Using an experimental design, 64 healthy undergraduate students (56 women), between 18 and 34 years old (M = 21.34, SD = 2.53), from the University of Fribourg, Switzerland, were randomly allocated either to the intervention or the wait-list control group. The intervention group participated in a multidimensional stress prevention program, integrating mindfulness-based activities, cognitive and behavioral strategies, social skills, and emotional regulation exercises. The program consisted of eight 2-h weekly sessions. Before and after the intervention, participants completed self-reported questionnaires evaluating quality of life; psychological symptoms such as depression, anxiety, social anxiety, and interpersonal problems; as well as psychological resources like self-efficacy, sense of coherence, self-compassion, and social support, presented online. A standardized clinical interview was performed at pre- and post-measurement times. To analyze the sort-term effects of the program, we used mixed, two-factorial ANOVAs (per-protocol analyses). In accordance with our hypotheses, our results showed significant reduction of psychological symptoms, including anxiety, interpersonal problems, and symptoms of pain; a significant increase in quality of life, sense of coherence, and self-compassion in students who participated in the intervention program compared to the control group, (all p < 0.05). No significant results were found for symptoms of depression, social anxiety, self-efficacy, and social support. These preliminary findings indicate specific short-term effects of our multidimensional stress prevention program on psychological symptoms and on quality of life as well as promising effects on psychological resources and factors associated with resilience against stress. Future studies should investigate the long-term effects of the intervention as well as the effects in clinical samples.