Protective Effect of Self-compassion to Emotional Response among Students with Chronic Academic Stress
The literature has shown that self-compassion is a protective factor of an individual’s emo-tional response to chronic stress. However, this stress-buffering effect has not been complete-ly analyzed in individuals who report significantly high academic stress. The present study explored the role of...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2016-11-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2016.01802/full |
| _version_ | 1818050971106803712 |
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| author | Yonghong Zhang Xi Luo Xianwei Che Wenjie Duan |
| author_facet | Yonghong Zhang Xi Luo Xianwei Che Wenjie Duan |
| author_sort | Yonghong Zhang |
| collection | DOAJ |
| description | The literature has shown that self-compassion is a protective factor of an individual’s emo-tional response to chronic stress. However, this stress-buffering effect has not been complete-ly analyzed in individuals who report significantly high academic stress. The present study explored the role of self-compassion in a group of undergraduate students who experience chronic academic stress. A total of 208 undergraduate students who were preparing for the Postgraduate Entrance Examination (PEE) were recruited and completed the Self-Compassion Scale, Adolescent Self-Rating Life Event Check List, and Positive and Negative Affect Schedule. Differences analysis confirmed that the participants reported significantly higher academic stress than their peers who were not preparing for PEE. Self-compassion positively related to positive affect but negatively related to negative affect and learning stress. Further analysis showed that self-compassion negatively mediated the relationship be-tween chronic academic stress and negative affect. Findings imply that self-compassion-centered interventions can be developed in the educational context to assist students cope with chronic academic stress. |
| first_indexed | 2024-12-10T11:01:57Z |
| format | Article |
| id | doaj.art-0c3fadd726d94e24b58257a35555e5e0 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-10T11:01:57Z |
| publishDate | 2016-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-0c3fadd726d94e24b58257a35555e5e02022-12-22T01:51:40ZengFrontiers Media S.A.Frontiers in Psychology1664-10782016-11-01710.3389/fpsyg.2016.01802218738Protective Effect of Self-compassion to Emotional Response among Students with Chronic Academic StressYonghong Zhang0Xi Luo1Xianwei Che2Wenjie Duan3Southwest UniversitySouthwest UniversityMonash UniversityWuhan UniversityThe literature has shown that self-compassion is a protective factor of an individual’s emo-tional response to chronic stress. However, this stress-buffering effect has not been complete-ly analyzed in individuals who report significantly high academic stress. The present study explored the role of self-compassion in a group of undergraduate students who experience chronic academic stress. A total of 208 undergraduate students who were preparing for the Postgraduate Entrance Examination (PEE) were recruited and completed the Self-Compassion Scale, Adolescent Self-Rating Life Event Check List, and Positive and Negative Affect Schedule. Differences analysis confirmed that the participants reported significantly higher academic stress than their peers who were not preparing for PEE. Self-compassion positively related to positive affect but negatively related to negative affect and learning stress. Further analysis showed that self-compassion negatively mediated the relationship be-tween chronic academic stress and negative affect. Findings imply that self-compassion-centered interventions can be developed in the educational context to assist students cope with chronic academic stress.http://journal.frontiersin.org/Journal/10.3389/fpsyg.2016.01802/fullprocess modelingnegative affectMediation analysisself-compassionLearning stress |
| spellingShingle | Yonghong Zhang Xi Luo Xianwei Che Wenjie Duan Protective Effect of Self-compassion to Emotional Response among Students with Chronic Academic Stress Frontiers in Psychology process modeling negative affect Mediation analysis self-compassion Learning stress |
| title | Protective Effect of Self-compassion to Emotional Response among Students with Chronic Academic Stress |
| title_full | Protective Effect of Self-compassion to Emotional Response among Students with Chronic Academic Stress |
| title_fullStr | Protective Effect of Self-compassion to Emotional Response among Students with Chronic Academic Stress |
| title_full_unstemmed | Protective Effect of Self-compassion to Emotional Response among Students with Chronic Academic Stress |
| title_short | Protective Effect of Self-compassion to Emotional Response among Students with Chronic Academic Stress |
| title_sort | protective effect of self compassion to emotional response among students with chronic academic stress |
| topic | process modeling negative affect Mediation analysis self-compassion Learning stress |
| url | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2016.01802/full |
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