Volume 22, Issue 4 (11-2023)
TB 2023, 22(4): 13-27 |
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Babaei zarch A, Barzegar Bafrooei K, hassani H. The effectiveness of self-compassion training on academic emotions in sixth grade elementary school students of Zarch city. TB 2023; 22 (4) :13-27
URL: http://tbj.ssu.ac.ir/article-1-3516-en.html
URL: http://tbj.ssu.ac.ir/article-1-3516-en.html
Department of Psychology and Educational Sciences, Yazd University, Yazd, , k.barzegar@yazd.ac.ir
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The Effectiveness of Self-Compassion Training on Academic Emotions in Sixth Grade Elementary School Students of Zarch City
Alireza Babaei zarch(M.A)1, Kazem Barzegar Bafrooei (Ph.D.)2, Hossain Hassani(Ph.D.)3
1.Master of Educational Psychology, Yazd University, Yazd, Iran.
2.Corresponding Author: Associate Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Yazd University, Yazd University, Yazd, Iran.
Email: k.barzegar@yazd.ac.ir Tel: 09132733908
3.Assistant Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Yazd University, Yazd, Iran.
Abstract
Introduction: The present study was conducted with the aim of determining the effectiveness of self-compassion training on academic emotions in sixth grade male elementary school students of Zarch City.
Methods: The research method was quasi-experimental with a pre-test and post-test design and a control group. The study population consisted of all the male students of the sixth grade of elementary school in Zarch city during the academic year 2021-2022. The sample was 30 people according to the experimental research, who were selected randomly and 15 of them were randomly assigned to the experimental group and 15 of them to the control group. Pekrun et al.'s (2002) academic emotions questionnaire was used to measure the research variables. The experimental group received self-compassion training in eight 60-minute sessions, but the control group did not receive any intervention. The data were analyzed with SPSS 22.
Results: The results of multivariate covariance analysis (MANCOVA) showed that there was a significant difference between the experimental and control groups in positive and negative academic emotions of post-test.
Conclusion: Self-compassion training is effective in improving academic emotions of elementary school students, and school counselors, psychologists, and other professionals in the field of working with students and education can use self-compassion training as a useful intervention to help students.
Keywords: Emotion, Self-compassion, Academic Emotions, Elementary School, Students
References
1-Taresh S, Ahmad NA, Roslan S, Ma’rof AM, & Zaid S. Pre-School Teachers’ Knowledge, Belief, Identification Skills, and Self-Efficacy in Identifying Autism Spectrum Disorder (ASD): A Conceptual
Framework to Identify Children with ASD. Brain sciences, 2020; 10(3): 165.
2-Lei H, Cui Y, & Chiu MM. The relationship between teacher support and students' academic emotions: A meta-analysis. Frontiers in psychology, 2018; 8, 2288.
3-Pekrun R, Goatz T, Titz W, & Perry RP. Control-Value theory of academic emotions individual and social antecedents of student's domain-specific emotion. Paper presented at the annual meeting at the American Educational Research Association. New Orleans. IA, 2002.
4-Zhen R, Liu RD, Ding Y, Wang J, Liu Y, & Xu L. The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 2017; 54, 210-216.
5-Respondek L, Seufert T, Stupnisky R, & Nett UE. Perceived academic control and academic emotions predict undergraduate university student success: Examining effects on dropout intention and achievement. Frontiers in psychology, 2017; 8, 243.
6-Orsillo SM, & Roemer L. The mindful way through anxiety: Break free from chronic worry and reclaim your life. Guilford Press, 2011.
7-Neff KD. The role of self-compassion in development: A healthier way to relate to oneself. Human development, 2009; 52(4): 211-214.
8-Crozier AJ, Mosewich AD, and Ferguson LJ. The company we keep: exploring the relationship between perceived teammate self-compassion and athlete self-compassion. Psychology of Sport and Exercise. 2019; 40, 152–155.
9-Ceccarelli LA, Giuliano R J, Glazebrook CM, & Strachan SM. Self-compassion and psycho-physiological recovery from recalled sport failure. Frontiers in psychology, 2019; 10, 1564.
10-Killham ME, Mosewich AD, Mack DE, Gunnell KE, & Ferguson LJ. Women athletes’ self-compassion, self-criticism, and perceived sport performance.Sport, Exercise, and Performance Psychology, 2019; 7(3): 297–307.
11-Marsh IC, Chan SW, & MacBeth A. Self-compassion and psychological distress in adolescents- a meta-analysis. Mindfulness, 2018; 9(4): 1011-1027.
12-Mousavi SM, Khajevand Khoshli A, Asadi J, Abdollahzadeh H. Comparison of the effectiveness of compassion-focused therapy and acceptance and commitment therapy on distress tolerance in women with systemic lupus erythematosus. Journal of Psychological Science. 2021; 20(99): 453-460.[Persian]
13-Vaezi A. Investigating the relationship between sense of coherence and self-compassion on students' self-efficacy, National Research Conference in Psychology, Sari, 2019.[Persian]
14-Yazdanbakhsh K, karami J, derikvand F. Effectiveness of compassion-focused therapy on cognitive emotion regulation in high school girl students bullying. Journal of Psychological Studies, 2020; 16(1): 107-122.[Persian]
15-Peyamannia B. The Effectiveness of ACT Matrix with compassion on cognitive emotion regulation strategy in Students with Test Anxiety Disorders. The Journal of New Thoughts on Education, 2021; 16(4): 217-236.[Persian]
16-Valizadeh M, dortaj F, delavar A, Hajializadeh K. Evaluation of educational package focused on compassion and mindfulness and its impact on self-efficacy activation. Quarterly of Educational Measurement, 2018; 9(33): 1-21.[Persian]
17-Keshavarz Mohammadi R, Khalatbari J. Effectiveness of self-compassion on distress tolerance, emotion regulation and anxiety sensitivity in divorced women, Family Pathology, Counseling and Enrichment Journal, 2018; 4(1): 17-32.[Persian]
18-Zamani Mazdeh R, Grafar A, Davarniya R, Babaei Gharmkhani M. The Effectiveness of Compassion-Focused Therapy (CFT) in Improving Quality of Life and Parental Self-Efficacy in Mothers of Autistic Children. Depiction of Health. 2019; 9(4): 233-243.[Persian]
19-Coleman M, Jones EJ, Hoiles KJ, & McEvoy PM. The association between career self-compassion, expressed emotion, quality of life, and pediatric eating disorder symptoms. Eating Behaviors, 2022; 45, 101628.
20-Chan SH, Yu CKC, & Li AW. Impact of mindfulness-based cognitive therapy on counseling self-efficacy: A randomized controlled crossover trial. Patient Education and Counseling, 2021; 104(2): 360-368.
21-Liao KYH, Stead GB, & Liao CYA. Meta-Analysis of the relation between self-compassion and self-efficacy. Mindfulness, 2021; 12(8): 1878-1891.
22-Recabarren RE, Gaillard C, Guillod M, & Martin-Soelch C. Short-term effects of a multidimensional stress prevention program on quality of life, well-being and psychological resources. A randomized controlled trial. Frontiers in psychiatry, 2019; 10, 88.
23-Patel N K, Nivethitha L, & Mooventhan A. Effect of a yoga-based meditation technique on emotional regulation, self-compassion and mindfulness in college students. Explore, 2018; 14(6): 443-447.
24-Dunbar RL, Dingel MJ, Dame LF, Winchip J, & Petzold AM. Student social self-efficacy, leadership status, and academic performance in collaborative learning environments. Studies in Higher Education, 2018; 43(9): 1507-1523.
25-Perez-Blasco J, Viguer P, Rodrigo M. Effects of a mindfulness-based intervention on psychological distress, well-being, and maternal self-efficacy in breast-feeding mothers: results of a pilot study. Women’s Mental Health. 2013; 16(3): 227-36.
26-Pekrun R. Academic emotions. Handbook of motivation at school, 2016; 2, 120-144.
27-Cohen J. Statisticalpower analysis. Current directions in psychological science. 1992 Jun; 1(3): 98-101.
28-Delavar A. Research Methodology in psychology and Educational Sciences. Tehran: Arasbaran Publishers; 2019.
29-Pekrun R, Goetz T, Titz W, & Perry RP. Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 2002; 37(2): 91-105.
30-Kadivar P, Farzad V, Kavousian J, Nikdel F. Validiting the Pekruns achievement emotion questionnaire. Educational Innovations, 2009; 8(4): 7-38.[Persian]
31-Neff KD, Tóth-Király I, Knox MC, Kuchar A, & Davidson O. The development and validation of the state self-compassion scale (long-and short form). Mindfulness, 2021; 12(1): 121-140.
32-Pekrun R. The control value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 2006; 18, 315-341.
33-Tan J, Mao J, Jiang Y, & Gao M. The Influence of Academic Emotions on Learning Effects: A Systematic Review. International Journal of Environmental Research and Public Health, 2021; 18(18): 9678.
34-Neff KD, Knox MC, Long P, & Gregory K. Caring for others without losing yourself: An adaptation of the Mindful Self‐Compassion Program for Healthcare Communities. Journal of Clinical Psychology, 2020; 76(9): 1543-1562.
35-Han Y, & Hyland F. Academic emotions in written corrective feedback situations. Journal of English for Academic Purposes, 2019; 38, 1-13.
Alireza Babaei zarch(M.A)1, Kazem Barzegar Bafrooei (Ph.D.)2, Hossain Hassani(Ph.D.)3
1.Master of Educational Psychology, Yazd University, Yazd, Iran.
2.Corresponding Author: Associate Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Yazd University, Yazd University, Yazd, Iran.
Email: k.barzegar@yazd.ac.ir Tel: 09132733908
3.Assistant Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Yazd University, Yazd, Iran.
Abstract
Introduction: The present study was conducted with the aim of determining the effectiveness of self-compassion training on academic emotions in sixth grade male elementary school students of Zarch City.
Methods: The research method was quasi-experimental with a pre-test and post-test design and a control group. The study population consisted of all the male students of the sixth grade of elementary school in Zarch city during the academic year 2021-2022. The sample was 30 people according to the experimental research, who were selected randomly and 15 of them were randomly assigned to the experimental group and 15 of them to the control group. Pekrun et al.'s (2002) academic emotions questionnaire was used to measure the research variables. The experimental group received self-compassion training in eight 60-minute sessions, but the control group did not receive any intervention. The data were analyzed with SPSS 22.
Results: The results of multivariate covariance analysis (MANCOVA) showed that there was a significant difference between the experimental and control groups in positive and negative academic emotions of post-test.
Conclusion: Self-compassion training is effective in improving academic emotions of elementary school students, and school counselors, psychologists, and other professionals in the field of working with students and education can use self-compassion training as a useful intervention to help students.
Keywords: Emotion, Self-compassion, Academic Emotions, Elementary School, Students
References
1-Taresh S, Ahmad NA, Roslan S, Ma’rof AM, & Zaid S. Pre-School Teachers’ Knowledge, Belief, Identification Skills, and Self-Efficacy in Identifying Autism Spectrum Disorder (ASD): A Conceptual
Framework to Identify Children with ASD. Brain sciences, 2020; 10(3): 165.
2-Lei H, Cui Y, & Chiu MM. The relationship between teacher support and students' academic emotions: A meta-analysis. Frontiers in psychology, 2018; 8, 2288.
3-Pekrun R, Goatz T, Titz W, & Perry RP. Control-Value theory of academic emotions individual and social antecedents of student's domain-specific emotion. Paper presented at the annual meeting at the American Educational Research Association. New Orleans. IA, 2002.
4-Zhen R, Liu RD, Ding Y, Wang J, Liu Y, & Xu L. The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 2017; 54, 210-216.
5-Respondek L, Seufert T, Stupnisky R, & Nett UE. Perceived academic control and academic emotions predict undergraduate university student success: Examining effects on dropout intention and achievement. Frontiers in psychology, 2017; 8, 243.
6-Orsillo SM, & Roemer L. The mindful way through anxiety: Break free from chronic worry and reclaim your life. Guilford Press, 2011.
7-Neff KD. The role of self-compassion in development: A healthier way to relate to oneself. Human development, 2009; 52(4): 211-214.
8-Crozier AJ, Mosewich AD, and Ferguson LJ. The company we keep: exploring the relationship between perceived teammate self-compassion and athlete self-compassion. Psychology of Sport and Exercise. 2019; 40, 152–155.
9-Ceccarelli LA, Giuliano R J, Glazebrook CM, & Strachan SM. Self-compassion and psycho-physiological recovery from recalled sport failure. Frontiers in psychology, 2019; 10, 1564.
10-Killham ME, Mosewich AD, Mack DE, Gunnell KE, & Ferguson LJ. Women athletes’ self-compassion, self-criticism, and perceived sport performance.Sport, Exercise, and Performance Psychology, 2019; 7(3): 297–307.
11-Marsh IC, Chan SW, & MacBeth A. Self-compassion and psychological distress in adolescents- a meta-analysis. Mindfulness, 2018; 9(4): 1011-1027.
12-Mousavi SM, Khajevand Khoshli A, Asadi J, Abdollahzadeh H. Comparison of the effectiveness of compassion-focused therapy and acceptance and commitment therapy on distress tolerance in women with systemic lupus erythematosus. Journal of Psychological Science. 2021; 20(99): 453-460.[Persian]
13-Vaezi A. Investigating the relationship between sense of coherence and self-compassion on students' self-efficacy, National Research Conference in Psychology, Sari, 2019.[Persian]
14-Yazdanbakhsh K, karami J, derikvand F. Effectiveness of compassion-focused therapy on cognitive emotion regulation in high school girl students bullying. Journal of Psychological Studies, 2020; 16(1): 107-122.[Persian]
15-Peyamannia B. The Effectiveness of ACT Matrix with compassion on cognitive emotion regulation strategy in Students with Test Anxiety Disorders. The Journal of New Thoughts on Education, 2021; 16(4): 217-236.[Persian]
16-Valizadeh M, dortaj F, delavar A, Hajializadeh K. Evaluation of educational package focused on compassion and mindfulness and its impact on self-efficacy activation. Quarterly of Educational Measurement, 2018; 9(33): 1-21.[Persian]
17-Keshavarz Mohammadi R, Khalatbari J. Effectiveness of self-compassion on distress tolerance, emotion regulation and anxiety sensitivity in divorced women, Family Pathology, Counseling and Enrichment Journal, 2018; 4(1): 17-32.[Persian]
18-Zamani Mazdeh R, Grafar A, Davarniya R, Babaei Gharmkhani M. The Effectiveness of Compassion-Focused Therapy (CFT) in Improving Quality of Life and Parental Self-Efficacy in Mothers of Autistic Children. Depiction of Health. 2019; 9(4): 233-243.[Persian]
19-Coleman M, Jones EJ, Hoiles KJ, & McEvoy PM. The association between career self-compassion, expressed emotion, quality of life, and pediatric eating disorder symptoms. Eating Behaviors, 2022; 45, 101628.
20-Chan SH, Yu CKC, & Li AW. Impact of mindfulness-based cognitive therapy on counseling self-efficacy: A randomized controlled crossover trial. Patient Education and Counseling, 2021; 104(2): 360-368.
21-Liao KYH, Stead GB, & Liao CYA. Meta-Analysis of the relation between self-compassion and self-efficacy. Mindfulness, 2021; 12(8): 1878-1891.
22-Recabarren RE, Gaillard C, Guillod M, & Martin-Soelch C. Short-term effects of a multidimensional stress prevention program on quality of life, well-being and psychological resources. A randomized controlled trial. Frontiers in psychiatry, 2019; 10, 88.
23-Patel N K, Nivethitha L, & Mooventhan A. Effect of a yoga-based meditation technique on emotional regulation, self-compassion and mindfulness in college students. Explore, 2018; 14(6): 443-447.
24-Dunbar RL, Dingel MJ, Dame LF, Winchip J, & Petzold AM. Student social self-efficacy, leadership status, and academic performance in collaborative learning environments. Studies in Higher Education, 2018; 43(9): 1507-1523.
25-Perez-Blasco J, Viguer P, Rodrigo M. Effects of a mindfulness-based intervention on psychological distress, well-being, and maternal self-efficacy in breast-feeding mothers: results of a pilot study. Women’s Mental Health. 2013; 16(3): 227-36.
26-Pekrun R. Academic emotions. Handbook of motivation at school, 2016; 2, 120-144.
27-Cohen J. Statisticalpower analysis. Current directions in psychological science. 1992 Jun; 1(3): 98-101.
28-Delavar A. Research Methodology in psychology and Educational Sciences. Tehran: Arasbaran Publishers; 2019.
29-Pekrun R, Goetz T, Titz W, & Perry RP. Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 2002; 37(2): 91-105.
30-Kadivar P, Farzad V, Kavousian J, Nikdel F. Validiting the Pekruns achievement emotion questionnaire. Educational Innovations, 2009; 8(4): 7-38.[Persian]
31-Neff KD, Tóth-Király I, Knox MC, Kuchar A, & Davidson O. The development and validation of the state self-compassion scale (long-and short form). Mindfulness, 2021; 12(1): 121-140.
32-Pekrun R. The control value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 2006; 18, 315-341.
33-Tan J, Mao J, Jiang Y, & Gao M. The Influence of Academic Emotions on Learning Effects: A Systematic Review. International Journal of Environmental Research and Public Health, 2021; 18(18): 9678.
34-Neff KD, Knox MC, Long P, & Gregory K. Caring for others without losing yourself: An adaptation of the Mindful Self‐Compassion Program for Healthcare Communities. Journal of Clinical Psychology, 2020; 76(9): 1543-1562.
35-Han Y, & Hyland F. Academic emotions in written corrective feedback situations. Journal of English for Academic Purposes, 2019; 38, 1-13.
Type of Study: Research |
Subject:
Psychology
Received: 2023/03/7 | Accepted: 2023/06/26 | Published: 2023/11/11
Received: 2023/03/7 | Accepted: 2023/06/26 | Published: 2023/11/11
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