The Mediating Role of Self-Compassion in the Relationship Between Academic Buoyancy and Academic Resilience in Students of Dhi Qar City
Keywords:
Academic vitality, academic retention, self-compassion, structural equation modeling, studentsAbstract
Objective: This study aimed to investigate the mediating role of self-compassion in the relationship between academic buoyancy and academic resilience among university students in Dhi Qar.
Methodology: The study employed a descriptive-correlational design using structural equation modeling (SEM). The statistical population included university students in Dhi Qar during the 2022–2023 academic year, with 345 participants selected through convenience sampling. Data were collected using the Academic Resilience Scale, Academic Buoyancy Scale, and Self-Compassion Scale. Analysis was conducted using SPSS and AMOS version 23.
Findings: Path analysis showed that academic buoyancy had a significant direct effect on self-compassion (β = 0.49, p < 0.001) and academic resilience (β = 0.56, p < 0.001). Self-compassion also had a significant direct effect on academic resilience (β = 0.45, p < 0.001). Bootstrap analysis confirmed the mediating role of self-compassion in the relationship between academic buoyancy and academic resilience (CI = [0.161, 0.264]).
Conclusion: Academic buoyancy serves as a key psychological resource that enhances academic resilience both directly and indirectly through self-compassion. Interventions aimed at increasing self-compassion may significantly improve students’ academic adaptation and resilience.
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