Five Factor Personality Traits in Self-Compassion, Coping Strategies and Communication Skills

Özer, Esin

doi:10.17066/tpdrd.1096027

Cited by 2 publications

(2 citation statements)

References 44 publications

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“…Additionally, self-compassion training led to an increase in achievement motivation among students. These results are aligning with the previous findings (Janbozorgi et al, 2020;John Jamir Benzon et al, 2022;Kazemi Rezaei et al, 2023;Khedri et al, 2022;Noroozi et al, 2021;Özer, 2022;Peyamannia, 2021;Peymannia et al, 2018).…”

Section: Discussionsupporting

confidence: 92%

“…Self-compassion is a component of mental health aimed at individual care and guardianship in facing difficulties and I deficiencies, resulting in more balanced reactions to environmental stresses (John Jamir Benzon et al, 2022;Soleymany & Sarifi, 2023). Self-compassion means not avoiding pain and suffering but accepting it with kindness and creating a sense of better living rooted in the experience of completeness (Özer, 2022;Shin et al, 2023). A part of mindful self-compassion includes the individual clearly observing their flaws instead of ignoring them.…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Help-Seeking Training and Self-Compassion Training on Academic Achievement Motivation

Shafiei Sani,

Mahoor,

Yamini

2024

JAYPS

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Objective: The present study aimed to investigate the impact of help-seeking training and self-compassion training on the academic achievement motivation of high school girls. Methods and Materials: This research is a quasi-experimental study conducted in 2022. To examine this study, educational packages of help-seeking strategies based on the Nelson-Le Gall (1981) model and self-compassion training based on the Neff (2013) model were used, along with the Hermans Achievement Motivation Questionnaire (1970). The study population consisted of female high school students in the city of Sabzevar. A total of 45 subjects were randomly selected and divided into three groups of 15 (two experimental groups and one control group). Initially, the research instruments were administered as a pre-test to both groups. The first experimental group received 10 sessions of help-seeking training, and the second experimental group received 10 sessions of self-compassion training, while the control group did not receive any educational intervention. After the end of the 10 training sessions, the research instruments were administered again as a post-test. Data were analyzed using both descriptive and inferential statistics, including the analysis of variance statistical method. Findings: The results of this study showed that there is a significant difference between the impact of help-seeking training and self-compassion training on academic achievement motivation. Conclusion: Thus, it can be concluded that help-seeking training and self-compassion training can be effectively used in academic and educational settings.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%