The Effect of Self-Compassion on Students' Psychological Resilience in Facing Academic Pressure
DOI:
https://doi.org/10.62872/jb.v2i1.579Keywords:
self-compassion, psychological resilience, academic pressure, academic stress, guidance and counselingAbstract
Academic pressure is a pervasive challenge in educational settings, with the potential to erode students' psychological resilience when faced without adequate internal resources. Self-compassion—the disposition to treat oneself with kindness, acknowledge shared human imperfection, and maintain mindful awareness during difficulty—has been theorized and increasingly evidenced as a protective psychological resource. This study aimed to examine the effect of self-compassion and its three constituent dimensions (self-kindness, common humanity, and mindfulness) on students' psychological resilience in the context of academic pressure. Using a quantitative survey design, data were collected from 150 high school and first-year university students using the Self-Compassion Scale (SCS) and a validated Psychological Resilience Scale, then analyzed through SPSS 25 via descriptive statistics, Pearson correlation, and simple linear regression. Results demonstrated a significant positive relationship between self-compassion and psychological resilience (r = .587, p < .001), with self-compassion explaining 34.5% of the variance in resilience (R² = .345). All three SC dimensions—self-kindness (r = .541), mindfulness (r = .523), and common humanity (r = .498)—contributed significantly. These findings affirm self-compassion as a key psychological protective factor and support the integration of self-compassion-based programs into school and university counseling services
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