Eficacia de un programa de intervención en autocompasión sobre el rendimiento académico en la Educación Superior

  1. Contreras Felipe, Antonio 1
  2. Bermúdez Moreno, José 1
  1. 1 Universidad Nacional de Educación a Distancia
    info
    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

    Geographic location of the organization Universidad Nacional de Educación a Distancia
Journal:
Revista complutense de educación

ISSN: 1130-2496,  1988-2793

Year of publication: 2021

Volume: 32

Issue: 4

Pages: 675-687

Type: Article

DOI: 10.5209/RCED.70954 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista complutense de educación

Sustainable development goals

Abstract

Self-compassion (SC), disposition to treat oneself in a kind way, affects the teaching-learning processes in higher education. This study analyzes the relationship between SC and academic achievement in students of the Degree in Psychology. Method: A pretest-posttest study with both, experimental and control groups, was designed. The first one received a SC training program throughout the academic course. Two hypotheses were tested: 1st, the program would improve SC levels facing difficulties: a) in the study (SC-SD) and b) in the application of the curricular contents to the daily life (SC-ACDL); 2nd, a positive and significant relation between both constructs and academic achievement. Two scales were created in order to evaluate the specific commented facets of SC. Results: The intervention program yielded a significant improvement in SC-SD and SC- ACDL. The experimental group understood the concept and usefulness of the SC, so that positive and significant correlations between the intra-individual change in SC-ACDL and academic achievement were obtained. In the control group, on the contrary, several intra-individual improvement measures in SC reliably correlated to academic achievement, but in this case with negative sign. Discussion: Globally considered, the results lend significant support to the hypotheses proposed. Implications of the program developed are discussed and the need of considering SC as a potential key of educational innovation to take into account in the university in the context of the competences in the European Higher Education Area is suggested.

Bibliographic References

  • Akin, U. (2014). Self-Compassion as a predictor of proactivity. International Online Journal of Educational Sciences, 6(1), 103-111. http://doi.org/10.15345/iojes.2014.01.011
  • Arimitsu, K. y Hofmann, S. G. (2017). Effects of compassionate thinking on negative emotions. Cognition and Emotion, 31(1), 160-167. http://doi.org/10.1080/02699931.2015.1078292
  • Arnett, J. J. (2000). Emerging adulthood: a theory of development from the late teens through the twenties. American Psychologist, 55(5), 469-480. http://doi.org/10.1037/0003-066X.55.5.469
  • Babenko, O. y Oswald, A. (2019) The roles of basic psychological needs, self-compassion, and self-efficacy in the development of mastery goals among medical students. Medical Teacher, 41(4), 478-481. https://doi.org/10.1080/0142159X.2018.1442564
  • Babenko, O., Mosewich, A., Abraham, J. y Lai, H. (2018). Contributions of psychological needs, self-compassion, leisure-time exercise, and achievement goals to academic engagement and exhaustion of Canadian medical students. Journal of Educational Evaluation for Health Professions, 15(2). http://doi.org/10.3352/jeehp.2018.15.2
  • Barnard, L. K. y Curry, J. F. (2011). Self-compassion: Conceptualizations, correlates, y interventions. Review of General Psychology, 15(4), 289–303. http://doi.org/10.1037/a0025754
  • Cattell, R. B. (1966). The scree test for the number of factors. Multivariate behavioral Research, 1, 245-276. https://doi.org/10.1207/s15327906mbr0102_10
  • Cervini-Plá, M. y García-Villar, J. (2018). Satisfacción e importancia de las competencias adquiridas en la universidad según la perspectiva de graduados y ocupadores: una primera aproximación. Cuadernos económicos de ICE, 95, 99-124. http://doi.org/10.32796/CICE.2018.95.6644
  • Dupasquier, J. R., Kelly, A. C., Moscovitch, D. A. y Vidovic, V. (2018). Practicing Self-Compassion Weakens the Relationship Between Fear of Receiving Compassion and the Desire to Conceal Negative Experiences from Others. Mindfulness, 9(2), 500-511.
  • http://doi.org/10.1007/s12671-017-0792-0
  • Fernández-Martínez, M.M., Gutiérrez-Cáceres, R. y Hernández-Garre, C. M. (2017). La autopercepción competencial de los estudiantes del Grado en Trabajo Social. European Journal of Child Development, Education and Psychopathology, 5 (2), 85-96. https://doi.org/10.30552/ejpad.v5i2.50
  • Ferrari, M., Hunt, C., Harrysunker, A., Abbott, M. J., Beath, A. P. y Einstein, D. A. (2019). Self-compassion interventions and psychosocial outcomes: A meta-analysis of RCTs. Mindfulness. http://doi.org/10.1007/s12671-019-01134-6
  • Garcia-Campayo, J., Navarro-Gil, M., Andrés, E., Montero-Marin, J., López-Artal, L. y Demarzo, M. M. (2014). Validation of the Spanish versions of the long (26 items) and short (12 items) forms of the Self-Compassion Scale (SCS). Health and quality of life outcomes, 12(1), 4.
  • http://doi.org/10.1186/1477-7525-12-4
  • Gilbert, P., McEwan, K., Matos, M. y Rivis, A. (2011). Fears of compassion: Development of three self-report measures. Psychology and Psychotherapy: Theory, Research and Practice, 84(3), 239-255.
  • http://doi.org/10.1348/147608310X526511
  • Girón, V., Cózar, R. y Gónzalez-Calero, J.A. (2019). Análisis de la autopercepción sobre el nivel de competencia digital docente en la formación inicial de maestros/as. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22 (3), 193-218. https://doi.org/10.6018/reifop.373421
  • Gunnell, K. E., Mosewich, A. D., McEwen, C. E., Eklund, R. C. y Crocker, P. R. (2017). Don't be so hard on yourself! Changes in self-compassion during the first year of university are associated with changes in well-being. Personality and Individual Differences, 107(1), 43-48. http://doi.org/10.1016/j.paid.2016.11.032
  • Homan, K. J. (2016). Self-Compassion and Psychological Well-Being in Older Adults. Journal of Adult Development, 23(2), 111-119. http://doi.org/10.1007/s10804-016-9227-8
  • Hope, N., Koestner, R. y Milyavskaya, M. (2014). The Role of Self-Compassion in Goal Pursuit and Well-Being Among University Freshmen. Self and Identity, 13(5), 579-593.
  • http://doi.org/10.1080/15298868.2014.889032
  • Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30(2), 179–185. http://doi.org/10.1007/BF02289447
  • Iacono, G. (2017). A Call for Self-Compassion in Social Work Education. Journal of Teaching in Social Work, 37(5), 454-476. http://doi.org/10.1080/08841233.2017.1377145
  • Iskender, M. (2009). The relationship between self-compassion, self-efficacy, and control beliefs about learning in Turkish university students. Social Behavior and Personality, 37(5), 711-720. http://doi.org/10.2224/sbp.2009.37.5.711
  • Kingery, J. N., Lathrop, J. A., Burstein, S. M. y Liu, M. (2019). Mindfulness practices in a developmental psychology class: Student outcomes, practical strategies, and future directions. Scholarship of Teaching and Learning in Psychology, 5(4), 305–311. http://doi.org/10.1037/stl0000148
  • Kirby, J. N. (2016). Compassion interventions: the programmes, the evidence, and implications for research and practice. Psychology and Psychotherapy: Theory, Research and Practice, 90(3), 432-455. http://doi.org/10.1111/papt.12104
  • Lee, K. J. y Lee, S. M. (2020). The role of self-compassion in the academic stress model. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues. http://doi.org/10.1007/s12144-020-00843-9
  • Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A., y Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: Una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1151–1169. http://doi.org/10.6018/analesps.30.3.199361
  • Lorenzo-Seva, U. y Ferrando, P.J. (2006). FACTOR: a computer program to fit the exploratory Factor Analysis model. Behavioral Research Methods, Instruments & Computers, 38(1), 88-91. http://doi.org/10.3758/BF03192753
  • Manavipour, D. y Saeedian, Y. (2016). The role of self-compassion and control belief about learning in university students' self-efficacy. Journal of Contextual Behavioral Science, 5(2), 121-126. http://doi.org/10.1016/j.jcbs.2016.02.003
  • Martin, R. D. y Kennett, D. J. (2018). To be kind or not to be kind: The moderating role of self-compassion in the relationship between general resourcefulness and academic self-regulation. The Journal of Social Psychology, 158(5), 626-638.
  • http://doi.org/10.1080/00224545.2017.1407286
  • Martin, R. D., Kennett, D. J. y Hopewell, N. M. (2019). Examining the importance of academic-specific self-compassion in the academic self-control model. The Journal of Social Psychology, 159(6), 676–691. https://doi.org/10.1080/00224545.2018.1555128
  • Martín-Domínguez J. y Lavega, P. (2013). Enseñar competencias en el Espacio Europeo de Educación Superior. Revista electrónica interuniversitaria de formación del profesorado, 16 (1), 1-4. http://doi.org/10.6018/reifop.16.1.179391
  • Michavila, F.F., Martínez, J.M., Martín-González, M., García-Peñalvo, F.J. y Cruz-Benito, J. (2018). La empleabilidad de los universitarios en España. Proyecto OEEU. Education in the Knowledge Society, 19, (1), 21-39. https://doi.org/10.14201/eks20171821932
  • Neff, K.D. (2011). Self-Compassion [Autocompasión]. New York: HarperCollins.
  • Neff, K. D. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2(2), 85-102. http://doi.org/10.1080/15298860309032
  • Neff, K. D. (2009). The role of self-compassion in development: A healthier way to relate to oneself. Human Development, 52(4), 211-214. http://doi.org/10.1159/000215071
  • Neff, K. D. y Vonk, R. (2009). Self-compassion versus global self-esteem: Two different ways of relating to oneself. Journal of Personality, 77(1), 23-50.
  • http://doi.org/10.1111/j.1467-6494.2008.00537.x
  • Phillips, W. J., Hine, D. W. y Marks, A. D. (2018). Self‐compassion moderates the predictive effects of implicit cognitions on subjective well‐being. Stress and Health, 34(1), 143-151.
  • http://doi.org/10.1002/smi.2773
  • Prieto, J.R., Alarcón, D. y Fernández-Portero, C. (2018). Aprendizaje y evaluación de competencias en el alumnado universitario de Ciencias Sociales. Revista de Docencia Universitaria, 16 (1), 193-210. https://doi.org/10.4995/redu.2018.8941.
  • Raes, F., Pommier, E., Neff, K. D. y Van Gucht, D. (2011). Construction and factorial validation of a short form of the Self-Compassion Scale. Clinical Psychology and Psychotherapy, 18(3), 250-255. http://doi.org/10.1002/cpp.702
  • Robinson, K. J., Mayer, S., Allen, A. B., Terry, M., Chilton, A. y Leary, M. R. (2016). Resisting self-compassion: Why are some people opposed to being kind to themselves?. Self and Identity, 15(5), 505-524. http://doi.org/10.1080/15298868.2016.1160952
  • Rodrigo-Alsina, M. y Almiron, N. (2013). Autopercepción de la adquisición de competencias de los estudiantes de periodismo: el caso de la Universitat Pompeu Fabra. Aula abierta, 41 (1), 99-110.
  • Rose, A. L. y Kocovski, N. L. (2020). The social self-compassion scale (SSCS): Development, validity, and associations with indices of well-being, distress, and social anxiety. International Journal of Mental Health and Addiction. https://doi.org/10.1007/s11469-020-00302-3
  • Shimizu, M., Niiya, Y. y Shigemasu, E. (2016). Achievement goals and improvement following failure: moderating roles of self-compassion and contingency of self-worth. Self and Identity, 15(1), 107-115. http://doi.org/10.1080/15298868.2015.1084371
  • Tarrasch, R., Berger, R. y Grossman, D. (2020). Mindfulness and compassion as key factors in improving teacher’s well being. Mindfulness. http://doi.org/10.1007/s12671-020-01304-x
  • Taylor, S. B., Kennedy, L. A., Lee, C. E. y Waller, E. K. (2020). Common humanity in the classroom: Increasing self-compassion and coping self-efficacy through a mindfulness-based intervention. Journal of American College Health. http://doi.org/10.1080/07448481.2020.1728278
  • van der Donk, L. J., Fleer, J., Tovote, A., Ranchor, A. V., Smink, A., Mul, V. E. M., Sanderman, R. y Schroevers, M. J. (2020). The role of mindfulness and self-compassion in depressive symptoms and affect: A comparison between cancer patients and healthy controls. Mindfulness. https://doi.org/10.1007/s11469-020-00302-3
  • Vygotski, L.S. (1978). Mind and society: The development of higher mental processes. Harvard University Press.
  • Wagner, L. K., Schindler, S. y Reinhard, M. A. (2017). The Positive Facet of Self-compassion Predicts Self-reported Use of and Attitudes toward Desirable Difficulties in Learning. Frontiers in Psychology, 8, 1353. http://doi.org/10.3389/fpsyg.2017.01353
  • Woolfook, A. (2014). Psicología Educativa (12ª Ed.). Pearson Educación.
  • Zhang, Y., Luo, X., Che, X. y Duan, W. (2016). Protective Effect of Self-Compassion to Emotional Response among Students with Chronic Academic Stress. Frontiers in Psychology, 7, 1802.
Data source: Dialnet