College of Health, Psychology and Social Care, University of Derby, Derby DE22 1GB, UK.
Medical Governance Research Institute, Tokyo 1080074, Japan.
Int J Environ Res Public Health. 2021 Aug 2;18(15):8187. doi: 10.3390/ijerph18158187.
Self-compassion recognises a meaning of life's suffering, aligning with existential positive psychology. Although this construct is known to protect our mental health, how to augment self-compassion remains to be evaluated. Social work students suffer from high rates of mental health problems; however, research into self-compassion in this population remains to be developed. This study aimed to evaluate (i) relationships between self-compassion and more traditional positive constructs-resilience, engagement and motivation, and (ii) differences of these constructs between the levels of studies to inform how self-compassion can be enhanced in social work students. A total of 129 Irish social work students completed self-report scales regarding self-compassion, resilience, engagement and motivation. Correlation, regression and one-way MANOVA were conducted. Self-compassion was associated with gender, age, resilience, engagement and intrinsic motivation. Resilience and intrinsic motivation were significant predictors of self-compassion. There was no significant difference in the levels of these constructs between the levels of studies. Findings suggest that social work educators across different levels can strengthen students' resilience and intrinsic motivation to cultivate the students' self-compassion. Moreover, the close relationships between self-compassion, resilience and intrinsic motivation indicate that orienting students to the meaning of the studies helps their mental health.
自我同情认识到生命苦难的意义，与存在主义积极心理学相一致。虽然这个结构被认为可以保护我们的心理健康，但如何增强自我同情仍有待评估。社会工作学生患有心理健康问题的比率很高；然而，这一人群中自我同情的研究仍有待发展。本研究旨在评估：（i）自我同情与更传统的积极结构——韧性、投入和动机之间的关系；（ii）这些结构在不同学习阶段的差异，以了解如何增强社会工作学生的自我同情。共有 129 名爱尔兰社会工作学生完成了关于自我同情、韧性、投入和动机的自我报告量表。进行了相关性、回归和单向 MANOVA 分析。自我同情与性别、年龄、韧性、投入和内在动机有关。韧性和内在动机是自我同情的重要预测因素。这些结构的水平在不同的学习阶段之间没有显著差异。研究结果表明，不同层次的社会工作教育者可以通过增强学生的韧性和内在动机来培养学生的自我同情。此外，自我同情、韧性和内在动机之间的密切关系表明，引导学生理解学习的意义有助于他们的心理健康。
