Examining the importance of academic-specific self-compassion in the academic self-control model

Martin, Rebecca; Kennett, Deborah J.; Hopewell, Nicholas M

doi:10.1080/00224545.2018.1555128

Cited by 14 publications

(19 citation statements)

References 36 publications

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“…In the present study, a positive relationship between self-compassion, gender, age, resilience, engagement and intrinsic motivation was noted, consistent with previous findings showing the positive impact of self-compassion in academic settings [25,[83][84][85]. Students who cultivate self-compassion are likely to be more motivated [86], resilient and engaged [83].…”

Section: Discussionsupporting

confidence: 91%

Self-Compassion in Irish Social Work Students: Relationships between Resilience, Engagement and Motivation

Kotera

Tsuda-McCaie

Edwards

et al. 2021

IJERPH

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Self-compassion recognises a meaning of life’s suffering, aligning with existential positive psychology. Although this construct is known to protect our mental health, how to augment self-compassion remains to be evaluated. Social work students suffer from high rates of mental health problems; however, research into self-compassion in this population remains to be developed. This study aimed to evaluate (i) relationships between self-compassion and more traditional positive constructs—resilience, engagement and motivation, and (ii) differences of these constructs between the levels of studies to inform how self-compassion can be enhanced in social work students. A total of 129 Irish social work students completed self-report scales regarding self-compassion, resilience, engagement and motivation. Correlation, regression and one-way MANOVA were conducted. Self-compassion was associated with gender, age, resilience, engagement and intrinsic motivation. Resilience and intrinsic motivation were significant predictors of self-compassion. There was no significant difference in the levels of these constructs between the levels of studies. Findings suggest that social work educators across different levels can strengthen students’ resilience and intrinsic motivation to cultivate the students’ self-compassion. Moreover, the close relationships between self-compassion, resilience and intrinsic motivation indicate that orienting students to the meaning of the studies helps their mental health.

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Section: Discussionsupporting

confidence: 91%

Self-Compassion in Irish Social Work Students: Relationships between Resilience, Engagement and Motivation

Kotera

Tsuda-McCaie

Edwards

et al. 2021

IJERPH

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“…En el ámbito académico, podría resultar de gran interés analizar los niveles de ACP del individuo cuando experimenta dificultades en el estudio de los contenidos curriculares (ACP-DE). En esta línea, Martin et al (2019) analizaron las bondades de una medida de ACP académica frente a la ACP general en relación con diversos índices de funcionamiento académico. Aunque los resultados obtenidos confirmaron grosso modo las relaciones esperadas, la medida específica de ACP, por un lado, no se convirtió en un predictor más potente de la adaptación a la universidad que la medida de ACP general.…”

Section: Introductionunclassified

“…Además, dicha relación podría ser de especial relevancia en el escenario de una educación universitaria eminentemente plural, con un estudiantado de amplio rango etario -no constreñido a los primeros años universitarios (ej. Martin et al, 2019: M años = 21.30)-que importa trayectorias académicas heterogéneas y cuya decisión de estudiar en ocasiones llega tras periodos de inactividad académica considerables, con posibles dudas relativas al éxito en los estudios superiores.…”

Section: Introductionunclassified

Eficacia de un programa de intervención en autocompasión sobre el rendimiento académico en la Educación Superior

Felipe¹,

Bermúdez²

2021

Rev. complut. educ

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Introducción: La autocompasión (ACP), disposición para tratarse uno mismo de forma amable, incide en los procesos de enseñanza-aprendizaje en la educación superior. El estudio analiza la relación entre la ACP y el rendimiento académico en estudiantes del Grado en Psicología. Método: Se empleó un diseño pretest-postest con dos grupos, experimental y control. El primero recibió un programa de entrenamiento en ACP durante todo el curso académico. Nuestras hipótesis fueron: 1ª, que el programa mejoraría los niveles de ACP ante dificultades que se experimentan: a) en el estudio (ACP-DE) y b) en la aplicación de contenidos curriculares a la vida cotidiana (ACP-DAVC); 2ª, una relación positiva y significativa de ambos constructos con el rendimiento académico. Se elaboraron dos escalas para la evaluación de las facetas específico-aplicadas de ACP. Resultados: El programa de intervención produjo una mejora significativa en ACP-DE y ACP-DAVC. El grupo experimental entendió el concepto y utilidad de la ACP, obteniéndose correlaciones positivas y significativas entre el cambio intraindividual en ACP-DAVC y el rendimiento académico. Por el contrario, en el grupo control, diversas medidas intraindividuales de mejora en ACP mostraron correlaciones significativas de signo negativo con el rendimiento académico. Discusión: Globalmente considerados, los resultados prestan un apoyo significativo a las hipótesis planteadas. Se discuten las bondades del programa desarrollado y se plantea la necesidad de considerar la ACP como una clave potencial de innovación educativa en el contexto del enfoque de las competencias propio del Espacio Europeo de Educación Superior.

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“…Academic adaptation is the process and result of student adjustment to the educational environment, including the system of interpersonal relations in education, educational activities, and educational space, which characterizes the experience of a dynamic balance between the individual and the educational environment. Academic adaptation of university students has been studied in its interconnection with academic performance and personal-emotional adaptation [ 4 ], academic self-control [ 5 ], nature of relationships within the student environment [ 6 ], characteristics of the family situation [ 7 ], and ethical convictions [ 8 ], which are important components of the academic environment and, particularly, the accepted norm of academic honesty [ 9 ], as well as many other variables. Many studies focused on the academic adaptation of international students in host universities all around the world [ 6 , 10 , 11 , 12 ].…”

Section: Introductionmentioning

confidence: 99%

Characteristics of Academic Adaptation and Subjective Well-Being in University Students with Chronic Diseases

Shamionov

Grigoryeva

Grinina

et al. 2020

EJIHPE

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Studying academic adaptation and subjective well-being in students with chronic diseases can help to explain psychological compensatory mechanisms and help with the development of socio-psychological support programs. It is supposed that the defining role is played by general adaptive potential, and the presence of chronic diseases results in variations in academic adaptation, which, alongside other variables, acts as a predictor of subjective well-being and satisfaction of basic needs. The sample consisted of first-year university students aged 17–26 years (mean = 19.6, SD = 2.8, 18.4% male; n = 419 persons, of which 34.8% with chronic diseases of various etiologies). To evaluate the components of students’ academic adaptation, we used the Academic Adaptation Scale; general adaptive potential was measured using the Multilevel Personal Adaptability Questionnaire; to evaluate subjective well-being, we used the Subjective Well-Being Scale; and satisfaction using the Life Scale. Satisfaction of basic needs was defined with the Basic Needs Satisfaction in General Scale. Students with chronic diseases demonstrated lower manifested adaptive potential, general markers of academic adaptation, subjective well-being, and satisfaction of basic psychological needs. The results showed that interrelations between various markers in students are largely mediated by academic adaptation and adaptive potential. Thus, the interconnection between adaptive potential and satisfaction of basic needs is significantly mediated by students’ academic adaptation, whereas the interconnection between chronic diseases and academic adaptation is mediated by adaptive potential. In other words, the findings support the assumption regarding the significant mediating role of these variables in subjective well-being. Cognitive, motivational, and communicative components of academic adaptation can serve as compensatory factors for experiencing subjective well-being in students with chronic diseases.

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Examining the importance of academic-specific self-compassion in the academic self-control model

Cited by 14 publications

References 36 publications

Self-Compassion in Irish Social Work Students: Relationships between Resilience, Engagement and Motivation

Self-Compassion in Irish Social Work Students: Relationships between Resilience, Engagement and Motivation

Eficacia de un programa de intervención en autocompasión sobre el rendimiento académico en la Educación Superior

Characteristics of Academic Adaptation and Subjective Well-Being in University Students with Chronic Diseases

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