Mindfulness and academic resilience among unprivileged college students: The mediating role of self-compassion
DOI:
https://doi.org/10.26555/humanitas.v18i2.19027Keywords:
academic resilience, college student, mindfulness, self-compassion, unprivileged student.Abstract
A growing body of studies shows that the higher individuals' education level, the higher their chance of getting a better salary. Unfortunately, for unprivileged students who want to improve their living conditions, the risk of failure to complete college is much higher because of numerous obstacles regarding their economic status. Having good academic resilience may foster unprivileged college students to achieve success in their studies. This study aimed to find out the relationship between mindfulness and academic resilience with self-compassion as a mediator. One hundred thirty-one unprivileged college students participated in this cross-sectional, quantitative study. Three adapted scales were used: (1) The Mindfulness Attention Awareness Scale (MAAS), (2) The Self-Compassion Scale (SCS), and (3) The Academic Resilience Scale (ARS-30). The data were then analyzed with the Hayes Regression technique. The findings support the hypothesis that self-compassion fully mediates the relationship between mindfulness and academic resilience among unprivileged Indonesian college students with a 23.1 percent contribution. Therefore, among unprivileged students, the impact of mindfulness on academic resilience will be higher through self-compassion.
References
Anggraeni, D. T., & Kurniawan, N. I. (2012). Self-compassion and satisfaction with life: A preliminary study on Indonesian college students. [Paper presentation]. 3rd International Conference on Behavioral, Cognitive and Psychological Sciences, Bangkok, Thailand.
Aries, E., & Seider, M. (2005). The interactive relationship between class identity and the college experience: The case of lower income students. Qualitative Sociology, 28, 419-433. https://doi.org/10.1007/s11133-005-8366-1
Baer, R. A., Lykins, E. L. B., & Peters, J. R. (2012). Mindfulness and self-compassion as predictors of psychological wellbeing in long-term meditators and matched nonmeditators. The Journal of Positive Psychology, 7(3), 230-238. https://doi.org/10.1080/17439760.2012.674548
Barnard, L. K., & Curry, J. F. (2011). Self-compassion: Conceptualizations, correlates, & interventions. Review of General Psychology, 15(4), 289-303. https://doi.org/10.1037/a0025754
Benada, N., & Chowdhry, R. (2017). A Correlational study of happiness, resilience and mindfulness among nursing student. Indian Journal of Positive Psychology, 8(2), 105–107.
Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., … Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230-241. https://doi.org/10.1093/clipsy.bph077
Breines, J. G., & Chen, S. (2012). Self-compassion increases self-improvement motivation. Personality & Social Psychology Bulletin, 38(9), 1133-1143. https://doi.org/10.1177/0146167212445599
Broderick, P. C., & Jennings, P. A. (2012). Mindfulness for adolescents: A promising approach to supporting emotion regulation and preventing risky behavior. New Directions for Youth Development, 2012(136), 111-126. https://doi.org/10.1002/yd.20042
Brown, B. (1999). Soul without shame: A guide to liberating yourself from the judge within. Shambhala Publication, Inc.
Brown, K. W., Goodman, R. J., Ryan, R. M., & AnÄlayo, B. (2016). Mindfulness enhances episodic memory performance: Evidence from a multimethod investigation. PloS One, 11(4), e0153309. https://doi.org/10.1371/journal.pone.0153309
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822-848. https://doi.org/10.1037/0022-3514.84.4.822
Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18(4), 211–237. https://doi.org/10.1080/10478400701598298
Cahalan, M. W., Perna, L. W., Addison, M., Murray, C., Patel, P. R., & Jiang, N. (2020). Indicators of higher education equity in the United States. The Pell Institute.
Caruana, V., Clegg, S., Ploner, J., & Wood, R. (2011). Promoting students resilient thinking in diverse higher education learning environments. Leeds Metropolitan University.
Cassidy, S. (2016). The Academic Resilience Scale (ARS-30): A new multidimensional construct measure. Frontiers in Psychology, 7, 1787. https://doi.org/10.3389/fpsyg.2016.01787
Chen, E., & Matthews, K. A. (2001). Cognitive appraisal biases: An approach to understanding the relation between socioeconomic status and cardiovascular reactivity in children. Annals of Behavioral Medicine, 23(2), 101-111. https://doi.org/10.1207/S15324796ABM2302_4
Cilesiz, S., & Drotos, S. M. (2016). High-poverty urban high school students plans for higher education: Weaving their own safety nets. Urban Education, 51(1), 3-31. https://doi.org/10.1177/0042085914543115
Duncan, G. J., & Magnuson, K. (2013). The long reach of early childhood poverty. In: Yeung WJ., Yap M. (eds) Economic stress, human capital, and families in Asia. Quality of Life in Asia, vol 4. https://doi.org/10.1007/978-94-007-7386-8_4
Engle, J., & Tinto, V. (2008). Moving beyond access: College success for low-income, first-generation students. The Pell Institute.
Erikson, E. H. (1980). Identity and the life cycle. W W Norton & Co.
Evans, G. W., & Kim, P. (2013). Childhood poverty, chronic stress, self-regulation, and coping. Child Development Perspectives, 7(1), 43-48. https://doi.org/10.1111/cdep.12013
Frewen, P. A., Evans, E. M., Maraj, N., Dozois, D. J. A., & Partridge, K. (2008). Letting go: Mindfulness and negative automatic thinking. Cognitive Therapy and Research, 32(6), 758-774. https://doi.org/10.1007/s10608-007-9142-1
Galante, J., Dufour, G., Vainre, M., Wagner, A. P., Stochl, J., Benton, A., ... Jones, P. B. (2018). A mindfulness-based intervention to increase resilience to stress in university students (the Mindful Student Study): A pragmatic randomised controlled trial. The Lancet Public Health, 3(2), e72-e81. https://doi.org/10.1016/S2468-2667(17)30231-1
Germer, C. (2009). The mindful path to self-compassion. The Guilford Press.
Graham, L. (2013). Bouncing back: Rewiring your brain for maximum resilience and well-being. New World Library.
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Press.
Hollis-Walker, L., & Colosimo, K. (2011). Mindfulness, self-compassion, and happiness in non-meditators: A theoretical and empirical examination. Personality and Individual Differences, 50(2), 222-227. http://doi.org/10.1016/j.paid.2010.09.033
Javanbakht, A., King, A. P., Evans, G. W., Swain, J. E., Angstadt, M., Phan, K. L., & Liberzon, I. (2015). Childhood Poverty Predicts Adult Amygdala and Frontal Activity and Connectivity in Response to Emotional Faces. Frontiers in Behavioral Neuroscience, 9, 154. https://doi.org/10.3389/fnbeh.2015.00154
Jerrim, J., & Macmillan, L. (2015). Income inequality, intergenerational mobility, and the great gatsby curve: Is education the key? Social Forces, 94(2), 505-533. https://doi.org/10.1093/sf/sov075
Kang, Y., Gruber, J., & Gray, J. R. (2013). Mindfulness and de-automatization. Emotion Review, 5(2), 192-201. https://doi.org/10.1177/1754073912451629
Keye, M. D., & Pidgeon, A. M. (2013). Investigation of the relationship between resilience, mindfulness, and academic self-efficacy. Open Journal of Social Sciences, 1(6), 1-4. https://doi.org/10.4236/jss.2013.16001
Lau, M. A., Bishop, S. R., Segal, Z. V, Buis, T., Anderson, N. D., Carlson, L., ... Devins, G. (2006). The Toronto Mindfulness Scale: Development and validation. Journal of Clinical Psychology, 62(12), 1445-1467. https://doi.org/10.1002/jclp.20326
Leary, M. R., Tate, E. B., Adams, C. E., BattsAllen, A., & Hancock, J. (2007). Self-compassion and reactions to unpleasant self-relevant events: The implications of treating oneself kindly. Journal of Personality and Social Psychology, 92(5), 887-904. https://doi.org/10.1037/0022-3514.92.5.887
Ledesma, J. (2014). Conceptual frameworks and research models on resilience in leadership. SAGE Open, 4(1), 1-8. https://doi.org/10.1177/2158244014545464
MacBeth, A., & Gumley, A. (2012). Exploring compassion: A meta-analysis of the association between self-compassion and psychopathology. Clinical Psychology Review, 32(6), 545-552. https://doi.org/10.1016/j.cpr.2012.06.003
Madita, A. S. (2015). Hubungan antara self-compassion dengan college self-efficacy pada mahasiswa tahun pertama (The relationship bertwee self-compassion with college self-effcacy among first year undergraduate students). Unpublished Undergraduate Thesis. Universitas Indonesia.
Madita, A. S., & Widyasari, P. (2020). Relationship between self-compassion and college self-efficacy among rirst-year college students. [Paper presentation]. 3rd International Conference on Intervention and Applied Psychology (ICIAP 2019) and the 4th Universitas Indonesia Psychology Symposium for Undergraduate Research (UIPSUR 2019), Jakarta, Indonesia. https://doi.org/10.2991/assehr.k.201125.001
Mapel, T. (2012). Mindfulness and education: Students experience of learning mindfulness in a tertiary classroom. New Zealand Journal of Educational Studies, 47(1), 19-32.
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281. https://doi.org/10.1002/pits.20149
Masten, A. S. (2014). Global perspectives on resilience in children and youth. Child Development, 85(1), 6-20. https://doi.org/10.1111/cdev.12205
Mathad, M. D., Pradhan, B., & Rajesh, S. K. (2017). Correlates and predictors of resilience among baccalaureate nursing students. Journal of Clinical and Diagnostic Research, 11(2), JC05-JC08. https://doi.org/10.7860/JCDR/2017/24442.9352
McArthur, M., Mansfield, C., Matthew, S., Zaki, S., Brand, C., Andrews, J., & Hazel, S. (2017). Resilience in veterinary students and the predictive role of mindfulness and self-compassion. Journal of Veterinary Medical Education, 44(1), 106-115. https://doi.org/10.3138/jvme.0116-027R1
Morales, E. E. (2014). Learning from success: How original research on academic resilience informs what college faculty can do to increase the retention of low socioeconomic status students. International Journal of Higher Education, 3(3), 92-102. https://doi.org/10.5430/ijhe.v3n3p92
National Research Council. (2002). Learning and understanding: Improving advanced study of mathematics and science in U.S. high schools. In and P. C. C. Jerry P. Gollub, Meryl W. Bertenthal, Jay B. Labov (Ed.). Learning and Understanding. The National Academic Press. https://doi.org/10.17226/10129
National Survey of Student Engagement. (2006). Engaged learning: Fostering success for all students. Center for Postsecondary Research School of Education Indiana University Bloomington.
Neff, K. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2(2), 85-101. https://doi.org/10.1080/15298860309032
Neff, K. D. (2011). Self-compassion, self-esteem, and well-being. Social and Personality Psychology Compass, 5(1), 1-12. https://doi.org/10.1111/j.1751-9004.2010.00330.x
Neff, K. D., & Dahm, K. A. (2015). Self-compassion: What it is, what it does, and how it relates to mindfulness. In B. D. Ostafin, M. D. Robinson, & B. P. Meier (Eds.). Handbook of mindfulness and self-regulation (pp. 121-137). Springer Science + Business Media. https://doi.org/10.1007/978-1-4939-2263-5_10
Neff, K. D., & McGehee, P. (2010). Self-compassion and psychological resilience among adolescents and young adults. Self and Identity, 9(3), 225-240. https://doi.org/10.1080/15298860902979307
Niemiec, R. M. (2005). The expansion of mindfulness meditation. PsycCRITIQUES, 50(23), 1-5. https://doi.org/10.1037/051499
Nunnally, J., & Bernstein, I. (1994). Psychometric theory, 3rd Ed. McGraw-Hill.
NyklÃÄek, I., Dijksman, S. C., Lenders, P. J., Fonteijn, W. A., & Koolen, J. J. (2014). A brief mindfulness based intervention for increase in emotional well-being and quality of life in percutaneous coronary intervention (PCI) patients: The MindfulHeart randomized controlled trial. Journal of Behavioral Medicine, 37(1), 135-144. https://doi.org/10.1007/s10865-012-9475-4
Olson, K., Kemper, K. J., & Mahan, J. D. (2015). What factors promote resilience and protect against burnout in first-year pediatric and medicine-pediatric residents? Journal of Evidence-Based Complementary & Alternative Medicine, 20(3), 192-198. https://doi.org/10.1177/2156587214568894
Ramler, T. R., Tennison, L. R., Lynch, J., & Murphy, P. (2016). Mindfulness and the college transition: The efficacy of an adapted mindfulness-based stress reduction intervention in fostering adjustment among first-year students. Mindfulness, 7(1), 179-188. https://doi.org/10.1007/s12671-015-0398-3
Richardson, G. E. (2002). The metatheory of resilience and resiliency. Journal of Clinical Psychology, 58(3), 307–321. https://doi.org/10.1002/jclp.10020
Rogers, H. B. (2013). Mindfulness meditation for increasing resilience in college students. Psychiatric Annals, 43(12), 545-548. https://doi.org/10.3928/00485713-20131206-06
Salam, M., Awang Iskandar, D. N., Ibrahim, D. H. A., & Farooq, M. S. (2019). Service learning in higher education: A systematic literature review. Asia Pacific Education Review, 20(4), 573-593. https://doi.org/10.1007/s12564-019-09580-6
Shonin, E., Van Gordon, W., & Griffiths, M. D. (2014). The emerging role of Buddhism in clinical psychology: Toward effective integration. Psychology of Religion and Spirituality, 6(2), 123-137. https://doi.org/10.1037/a0035859
Sünbül, Z. A. (2019). The relationship between mindfulness and resilience among adolescents: Mediating role of self-compassion and difficulties in emotion regulation. Personality and Individual Differences, 139(1), 337–342. https://doi.org/10.1016/j.paid.2018.12.009
Taren, A. A., Gianaros, P. J., Greco, C. M., Lindsay, E. K., Fairgrieve, A., Brown, K. W., ... Creswell, J. D. (2015). Mindfulness meditation training alters stress-related amygdala resting state functional connectivity: A randomized controlled trial. Social Cognitive and Affective Neuroscience, 10(12), 1758-1768. https://doi.org/10.1093/scan/nsv066
Thompson, R. W., Arnkoff, D. B., & Glass, C. R. (2011). Conceptualizing mindfulness and acceptance as components of psychological resilience to trauma. Trauma, Violence & Abuse, 12(4), 220-235. https://doi.org/10.1177/1524838011416375
Van Dam, N. T., Sheppard, S. C., Forsyth, J. P., & Earleywine, M. (2011). Self-compassion is a better predictor than mindfulness of symptom severity and quality of life in mixed anxiety and depression. Journal of Anxiety Disorders, 25(1), 123-130. https://doi.org/10.1016/j.janxdis.2010.08.011
Verplanken, B., & Fisher, N. (2014). Habitual worrying and benefits of mindfulness. Mindfulness, 5(5), 566-573. https://doi.org/10.1007/s12671-013-0211-0
Wahyudi, A., Suardiman, S. P., & Rosada, U. D. (2020). The profile of Bidik Misi grantees resilience. Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). https://doi.org/10.2991/icei-19.2019.5
Wedyaswari, M., Cahyadi, S., Susiati, E., & Yuanita, R. A. (2019). Rancangan pendampingan 4 skills of resilience untuk pengembangan resiliensi bidang akademik pada mahasiswa Bidik Misi (The design of 4 skills of resilience to develop academic resilience among awardee Bidik Misi). Journal of Psychological Science and Profession, 3(2), 89-98. https://doi.org/10.24198/jpsp.v3i2.21874
World Bank. (2014). Tertiary education in Indonesia: Directions for policy. Retrieved from https://openknowledge.worldbank.org/handle/10986/20024
Yamada, K., & Victor, T. L. (2012). The impact of mindful awareness practices on college student health, well-being, and capacity for learning: A pilot study. Psychology Learning & Teaching, 11(2), 139-145. https://doi.org/10.2304/plat.2012.11.2.139
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
This work is licensed under a Creative Commons Attribution-ShareAlike 2.0 Generic License.
