The Relationship Between Self Compassion and Emotional Intelligence for University Students

Abstract

The purposes of the present study were: (1) To adapt an Arabic version of self-compassion scale and (2) to examine the relationship between self compassion and emotional intelligence for university students and (3) to explore the differences in self-compassion according to demographic variables. To check the first purpose, study one was run, data was collected from two samples; the first sample consisted of 272 undergraduate students (47% males and 53% females) from Assiut University in Egypt, their ages (M = 19.79 years and SD = 0.73), the second sample consisted of 373 undergraduate students (52% males and 48% females) from King Khalid University (KKU) in Kingdom of Saudi Arabia, their ages (M = 19.96 years and SD = 0.70). To check the second purpose, study two was run, data was collected from 185 undergraduate students (52% males and 48% females) from KKU, their ages (M = 21.82 years and SD = 1.05). The present study used the Arabic version of self compassion scale and Emotional Intelligence Questionnaire to check the purposes. Confirmatory Factor Analysis (CFA) and item-total correlations, used to check the psychometric properties of the Arabic version self-compassion scale, Person correlations used to examine the relationship between self compassion and emotional intelligence and ANOVA was run to explore the differences in self-compassion according to demographic variables. Results indicated that: (1) Arabic version self compassion scale has good psychometric properties, (2) significant positive correlation was found between self compassion and Emotional Intelligence, (3) Women reported significantly lower than men in mindfulness, over-identification, higher than men in overall self-compassion scores, self-judgment and isolation and no significant differences were found between males and females in Self-Kindness and Common Humanity. Also results showed that accommodation place or studying specialization had no significant affect in self compassion.

Relationship Between Self Compassion and Resilience Among Adolescents Whose Parents Are Divorced

“…An example of resilience factors according to Ross & Fautini (Holaday & McPhearson, 1997) is when an individual experiences difficult situation, then the individual will not blame him/herself of the condition, not feel guilty, and be denial to the situation that they suffer. In line with the research of Crocker (Teleb & Awamleh, 2013) that explains that self-compassion may help individuals to not to blame themselves from unwanted situation and may provide support and interpersonal faith. Self-compassion is very relevant with adolescents' experience as in the feeling…”

“…Self-compassion helps individuals to understand, not judge the experienced weaknesses and failures, and accept that experience is a part of life, although it is bad. Crocker (Teleb & Awamleh, 2013) said that self-compassion is important for individuals because it may help us in facing life. Self-compassion also helps us to not to blame ourselves for the uncontrollable situations and to provide support and interpersonal faith.…”

Self-Compassion and Cultural Values: A Cross-Cultural Study of Self-Compassion Using a Multitrait-Multimethod (MTMM) Analytical Procedure

“…The Brazilian, Greek, United Kingdom, and Spanish samples represent previously unpublished data. The other samples were drawn in part, as secondary data, from the following previously published works: Chile (Araya et al, 2017), Iran (Ghorbani et al, 2012), Japan (Yamaguchi et al, 2014), Korea (Hwang et al, 2016), Egypt and Saudi Arabia (Teleb and Al-Awamleh, 2013), and United States (Watson et al, 2010).…”

“…The items assess how respondents perceive their actions toward themselves in difficult times, using a Likert-type scale from 1 (“almost-never”) to 5 (“almost-always”). Data from all samples were based on the following eight validated versions of the 26-item SCS that used translation/back-translation procedures and demonstrated appropriate psychometric properties: the Arabic (Teleb and Al-Awamleh, 2013), Brazilian (de Souza and Hutz, 2016), English (Neff, 2003a), Greek (Mantzios et al, 2015), Japanese (Yamaguchi et al, 2014), Korean (Kim et al, 2008), Farsi (Ghorbani et al, 2013), and Spanish (Garcia-Campayo et al, 2014; Araya et al, 2017) versions.…”

Protective Factors for Teacher Resilience in Elementary Special Educations

“…This attitude is called self-compassion. Self-compassion is derived from the assumption that every human being is meaningful and valuable, regardless of their physical characteristics and achievements [4]. Self-compassion is a willingness to be touched by and aware when experiencing a suffering and to not avoid the suffering [5].…”