Predicting Academic Resilience Based on Self-compassion and Positive Self-talk Among Secondary School Students

Javadi, Arezoo; Manzari Tavakoli, Ali Reza; Manzari Tavakoli, Hamdollah; Zeinaddini Meimand, Zahra

Volume 14 - Articles-1403 MEJDS (2024) 14: 31 | Back to browse issues page

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Javadi A, Manzari Tavakoli A R, Manzari Tavakoli H, Zeinaddini Meimand Z. Predicting Academic Resilience Based on Self-compassion and Positive Self-talk Among Secondary School Students. MEJDS 2024; 14 :31-31
URL: http://jdisabilstud.org/article-1-3266-en.html

Predicting Academic Resilience Based on Self-compassion and Positive Self-talk Among Secondary School Students

Arezoo Javadi¹

, Ali Reza Manzari Tavakoli ^*²

, Hamdollah Manzari Tavakoli²

, Zahra Zeinaddini Meimand²

1- PhD Student, Psychology and Educational Sciences Group, Faculty of Literature and Human Studies, Kerman Branch, Islamic Azad University, Kerman, Iran
2- Assistant Professor, Psychology and Educational Sciences Group, Faculty of Literature and Human Studies, Kerman Branch, Islamic Azad University, Kerman, Iran

Abstract: (798 Views)

Abstract
Background & Objectives: Academic resilience is one of the main structures for understanding motivation, excitement, and academic behavior. Academic resilience helps students adapt and regain their previous academic performance in the event of academic failure. Various factors can affect academic resilience, including self–compassion and positive self–talk. Self–compassion emphasizes the fundamental principle that external soothing thoughts, views, and behaviors must be internalized. In this situation, the mind relaxes in internal situations and reacts to external conditions. Positive self–talk is done to correct the interpretation of events related to oneself and others. In this situation, it has common goals with compassion–based therapy and has an effective role in resilience. Students who have low academic resilience learn to be compassionate and have positive self–talk by expressing beneficial positive statements, being kind to themselves, and improving their self–esteem.
Methods: The research method was correlational analysis. The statistical population includes all 8200 secondary school students in the city of Kerman, Iran, in the academic year 2022–2023, of which 384 students were selected as a sample based on Krejcie & Morgan's table (1970) using stratified random sampling based on the gender of the students. The inclusion criteria for the subjects were as follows: students of the second secondary school, studying in Kerman City, interest in cooperation in research, and no physical and mental diseases (according to the information in the student's academic records). The exclusion criterion was non–cooperation in the research. The data collection tools were the Self–Compassion Scale (Neff, 2003), the Self–Talk Scale (Brinthaupt et al., 2009), and the Conner–Davidson Resilience Scale (Conner & Davidson, 2003). Data analysis was done using SPSS version 25 software with the Pearson correlation coefficient and multiple linear regression tests considering a significance level 0.05.
Results: The results showed that self–compassion (p<0.001, β=0.466) and positive self–talk (p<0.001, β=0.335) were predictors of academic resilience (R²_adj=0.467). In addition, self–kindness (p<0.001, β=0.252), isolation (p=0.044, β=0.105), mindfulness (p=0.008, β=0.144), and extreme identification (p<0.001, β=0.248) were predictors of academic resilience (R²_adj=0.397). Also, social assessment (p=0.027, β=0.146), self–enhancement (p=0.005, β=0.184), and self–criticism (p<0.001, β=0.273) predict students' academic resilience (R²_adj=0.30).
Conclusion: The present study determined that self–compassion and positive self–talk influence students' academic resilience. Through their self–compassion and positive self–talk, the students' level of academic resilience can be expected to improve.

Keywords: Academic resilience, Self–compassion, Positive self–talk, Students

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Type of Study: Original Research Article | Subject: Psychology

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