The effectiveness of cognitive self-compassion training on academic well-being among ninth-grade students

Document Type : Research Paper

Authors

1 M.Sc., in educational psychology, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Campus of Humanities and Social Sciences, Yazd University, Yazd, Iran

2 Associate professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Faculty of Humanities and Social Sciences, Yazd University, Yazd, Iran

Abstract

Introduction: Nowadays, the study of the factors affecting the academic achievement is considered as one of the main concerns in evaluating education since this system mainly tries to accomplish the academic achievement. Therefore, the present study aimed to investigate the effect of the cognitive self-compassion training on the academic well-being among ninth-grade male students.
Materials and Methods: The population of this study included all ninth-grade male students in Yazd city during 2018-2019. The academic well-being questionnaire of Tominin-Sweeney et al. (2012) and the educational package of Gilbert (2009) were used for collecting the data. The samples were selected by cluster random sampling method. In this regard, district 2 in Office of Education and Training in Yazd was first determined, and then, one school was selected for each. In the next step, the students were randomly assigned to the experimental (eight 90 minute sessions) and control groups. The data were analyzed using ANOVA.
Results: The results indicated that cognitive self-compassion training plays a significant role on reducing the academic burnout and increasing the engagement with school assignments, school value, and academic satisfaction (P<0.001, F= 20.10).
Conclusion: It seems that cognitive self-compassion training can play a role in increasing the academic well-being of students.

Keywords

References

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Journal of Fundamentals of Mental Health
Volume 22, Issue 3
May and June 2020
Pages 195-201

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