Mental Health Education Center, Henan University of Animal Husbandry and Economy, Zhengzhou, Henan, China.
School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.
Work. 2021;69(2):585-597. doi: 10.3233/WOR-213501.
Although the environment of college students is relatively safe, they are faced with the pressure of study, interpersonal relationship, and even future employment, which leads to a variety of psychological disorders, among which stress response is the most common one. As a new concept of healthy self, it is not clear how self - compassion affects students' stress response.
This study aimed to analyze the role of students' self-compassion based on chronic stress response in negative emotional regulation and coping style selection caused by external pressure, and to provide a theoretical basis for the application of self-compassion in regulating individual emotions in the future.
The 427 students from many universities in China who have applied for the 2020 postgraduate entrance examination and were preparing for the examination were classified into S1 group (preparation time < 2 months), S2 group (2 months < 5 months), and S3 group (preparation time > 5 months). The students who didn't apply for the examination were set as D0 control group. The total stress response score, learning pressure, and positive and negative emotional scores of each group were compared. The Bootstrapping sampling method was used to examine the mediating effect of self - compassion. The students applying for the examination were classified into high-level self-compassion group (G1) and low-level self-compassion group (G2).
The scores of learning stress and negative emotion in S1, S2, and S3 groups were significantly higher than those in D0 group, and S1 > S2 > S3 (P < 0.05). The proportion of students in G1 group who responded to review setbacks in a mature way was significantly higher than that in G2 group, and the proportion of immature type was significantly lower than that of G2 group (P < 0.05). There was a very significant positive correlation between self-compassion and problem solving and asking for help (P < 0.001).
Self-compassion concept can reduce students' negative emotions facing external pressure and protect individual positive emotions. In conclusion, faced at external pressure and stress, individuals with high self-esteem would not escape from their own negative emotions, and were more inclined to choose a positive way to solve problems and seek help from others.
虽然大学生的环境相对安全，但他们面临着学习、人际关系，甚至未来就业的压力，这导致了各种心理障碍，其中应激反应最为常见。作为健康自我的新概念，自我同情如何影响学生的应激反应尚不清楚。
本研究旨在分析基于慢性应激反应的学生自我同情在外部压力引起的负性情绪调节和应对方式选择中的作用，为未来自我同情在个体情绪调节中的应用提供理论依据。
将来自中国多所高校的 427 名申请 2020 年研究生入学考试并正在备考的学生分为 S1 组（备考时间<2 个月）、S2 组（2 个月<备考时间<5 个月）和 S3 组（备考时间>5 个月）。未报考的学生设为 D0 对照组。比较各组的总应激反应评分、学习压力和正负情绪评分。采用 Bootstrap 抽样法检验自我同情的中介效应。将报考的学生分为高水平自我同情组（G1）和低水平自我同情组（G2）。
S1、S2 和 S3 组的学习压力和负性情绪得分明显高于 D0 组，且 S1>S2>S3（P<0.05）。G1 组中以成熟方式应对复习挫折的学生比例明显高于 G2 组，不成熟型比例明显低于 G2 组（P<0.05）。自我同情与问题解决和寻求帮助呈显著正相关（P<0.001）。
自我同情概念可以减轻学生面对外部压力时的负性情绪，保护个体的积极情绪。总之，面对外部压力和应激时，自尊心高的个体不会逃避自己的消极情绪，而是更倾向于选择积极的方式来解决问题并寻求他人的帮助。
