Kotera Yasuhiro, Maybury Sarah, Liu Gillian, Colman Rory, Lieu Jenai, Dosedlová Jaroslava
School of Health Sciences, University of Nottingham, Nottingham NG7 2HA, UK.
College of Health, Psychology and Social Care, University of Derby, Derby DE22 1GB, UK.
Healthcare (Basel). 2022 Oct 27;10(11):2135. doi: 10.3390/healthcare10112135.
University students in the Czech Republic suffer from a low level of mental well-being. Research in other university student populations suggests that academic motivation, self-compassion, and self-criticism are strongly related to mental well-being. Students who are motivated to study, are kind toward themselves, and are less judgmental of themselves tend to have a high level of mental well-being. These relationships had not been evaluated in Czech students. Accordingly, this cross-sectional study aimed to evaluate the relationships between mental well-being, academic motivation (intrinsic motivation, extrinsic motivation, and amotivation), self-compassion (self-reassurance) and self-criticism (self-inadequacy and self-hate). Of 130 students approached, a convenience sampling of 119 psychology students at a university in the Czech Republic completed a survey regarding these constructs. Correlation, regression, and path analyses were conducted. Mental well-being was positively associated with intrinsic motivation and self-compassion, and negatively associated with amotivation and self-criticism. Self-compassion was identified as the strongest predictor of mental well-being. Lastly, intrinsic motivation mediated the pathway from self-compassion to mental well-being, but not the one from self-inadequacy to mental well-being, and the one from self-hate to mental well-being. Our findings can help educators to identify effective means to protect students' mental well-being. Cultivating students' self-compassion may be helpful to protect their mental well-being. University staff and educators in the Czech Republic need to consider ways to embed self-compassion training into their students' programmes or university life.
捷克共和国的大学生心理健康水平较低。对其他大学生群体的研究表明，学习动机、自我同情和自我批评与心理健康密切相关。有学习动力、善待自己且较少自我评判的学生往往心理健康水平较高。这些关系在捷克学生中尚未得到评估。因此，这项横断面研究旨在评估心理健康、学习动机（内在动机、外在动机和无动机）、自我同情（自我安慰）和自我批评（自我不足和自我厌恶）之间的关系。在接触的130名学生中，捷克一所大学的119名心理学专业学生通过便利抽样完成了一项关于这些构念的调查。进行了相关性、回归和路径分析。心理健康与内在动机和自我同情呈正相关，与无动机和自我批评呈负相关。自我同情被确定为心理健康的最强预测因素。最后，内在动机介导了从自我同情到心理健康的路径，但没有介导从自我不足到心理健康的路径，也没有介导从自我厌恶到心理健康的路径。我们的研究结果可以帮助教育工作者确定保护学生心理健康的有效方法。培养学生的自我同情可能有助于保护他们的心理健康。捷克共和国的大学工作人员和教育工作者需要考虑如何将自我同情训练纳入学生课程或大学生活中。
