THỰC TRẠNG LÒNG TỰ TRẮC ẨN CỦA SINH VIÊN
Nội dung chính của bài viết
Tóm tắt
Nghiên cứu trình bày kết quả khảo sát thực trạng lòng tự trắc ẩn (LTTA) của sinh viên (SV) tại một số trường đại học trên địa bàn Thành phố Hồ Chí Minh (TPHCM). Đây là một nghiên cứu cắt ngang với cỡ mẫu gồm 488 SV. Công cụ được sử dụng để thu thập dữ liệu là thang đo SCS-26 (Kristin Neff, 2003). Kết quả cho thấy SV có LTTA tổng quát ở mức trung bình. Các lĩnh vực xác định LTTA của SV được xếp theo mức độ từ cao đến thấp bao gồm Tính tương đồng nhân loại, Chánh niệm, Lòng tự nhân từ, Sự cô lập, Sự tự chỉ trích và Sự đồng nhất quá mức. Khi phân tích theo các biến số như khối ngành học, kết quả học tập, điều kiện kinh tế và đặc biệt là trải nghiệm tuổi thơ, kết quả cho thấy có sự khác biệt có ý nghĩa thống kê về mức độ LTTA của SV.
Từ khóa
chánh niệm, lòng tự trắc ẩn, sinh viên
Chi tiết bài viết
Tài liệu tham khảo
TÀI LIỆU THAM KHẢO
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
Gilbert, P. (2005). Compassion: Conceptualisations, research and use in psychotherapy. Routledge.
Iskender, M. (2009). The relationship between self-compassion, self-efficacy, and control belief about learning in Turkish university students. Social Behavior and Personality, 37(5), 711-720. https://doi.org/10.2224/sbp.2009.37.5.711
Joeng, J. R., & Turner, S. L. (2015). Mediators between self-criticism and depression: Self-compassion and self-worth. Counselling and Psychotherapy Research, 15(1), 30-39. https://doi.org/10.1080/14733145.2013.857813
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144-156. https://doi.org/10.1093/clipsy.bpg016
Le, T. H., & Dao, T. D. L. (2023). Ảnh hưởng của lòng trắc ẩn với bản thân đến sức khỏe tâm thần của sinh viên [The influence of self-compassion on students' mental health]. Proceedings of the 1st International Scientific Conference on Happy Schools. Hue University Press. https://www.researchgate.net/publication/369890862
Luong, M. H. (2019). Mối liên hệ giữa lòng tự trắc ẩn và mức độ trầm cảm của sinh viên một số trường đại học, cao đẳng thành phố Hà Nội [The relationship between self-compassion and depression levels of students at some universities and colleges in Hanoi city]. [Master's thesis, University of Social Sciences and Humanities, Vietnam National University]. Hanoi.
Misra, R., & McKean, M. (2000). College students’ academic stress and its relation to their anxiety, time management, and leisure satisfaction. American Journal of Health Studies, 16(1), 41–51.
Muris, P., & Petrocchi, N. (2017). Protection or vulnerability? A meta-analysis of the relations between the positive and negative components of self-compassion and psychopathology. Clinical Psychology & Psychotherapy, 24(2), 373-383. https://doi.org/10.1002/cpp.2005
Neff, K. D. (2003a). 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. (2003b). The development and validation of a scale to measure self-compassion. Self and Identity, 2(3), 223-250. https://doi.org/10.1080/15298860390209035
Neff, K. D. (2009). Self-compassion. In M. R. Leary & R. H. Hoyle (Eds.), Handbook of individual differences in social behavior (pp. 561-573). Guilford Press.
Neff, K. D., & Germer, C. K. (2017). Self-compassion and psychological well-being. In J. Doty (Ed.), Oxford handbook of compassion science (pp. 371-385). Oxford University Press.
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
Neff, K. D., Hsieh, Y., & Dejitterat, K. (2005). Self-compassion, achievement goals, and coping with academic failure. Self and Identity, 4(3), 263-287. https://doi.org/10.1080/13576500444000317
Nguyen, H. H., Tran, V. T., Tran, T. H., & Tran, T. D. Q. (2019). Lòng tự trắc ẩn của sinh viên Trường Đại học Sư phạm Thành phố Hồ Chí Minh [Self-compassion of students at Ho Chi Minh City University of Education]. Student scientific research project, Ho Chi Minh City University of Education.
Pepping, C. A., Davis, P. J., & O’Donovan, A. (2015). The association between parental styles and self-compassion in adulthood. Journal of Child and Family Studies, 24(9), 2840-2851. https://doi.org/10.1007/s10826-014-0086-8
Poots, A., & Cassidy, T. (2020). Academic expectation, self-compassion, psychological capital, social support and student wellbeing. International Journal of Educational Research, 99, 101506. https://doi.org/10.1016/j.ijer.2019.101506
Tran, T. H., & Tran, M. D. (2017). Đánh giá lòng tự trắc ẩn: Một nghiên cứu định lượng ở sinh viên Việt Nam. [Assessing self-compassion: A quantitative study in Vietnamese students]. Journal of Psychology, (10), 223. https://www.researchgate.net/publication/321106176
Trompetter, H. R., Kleine, E., & Bohlmeijer, E. T. (2017). Why does positive mental health buffer against psychopathology? An exploratory study on self-compassion as a resilience mechanism and adaptive emotion regulation strategy. Cognitive Therapy and Research, 41(3), 459-468. https://doi.org/10.1007/s10608-016-9774-0
World Health Organization. (2022, March 2). COVID-19 pandemic triggers 25% increase in prevalence of anxiety and depression worldwide [News release]. World Health Organization. https://www.who.int/news/item/02-03-2022-covid-19-pandemic-triggers-25-increase-in-prevalence-of-anxiety-and-depression-worldwide
World Health Organization. (2024, October 10). Adolescent mental health [Fact sheet]. World Health Organization. https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health
Yarnell, L. M., & Neff, K. D. (2013). Self-compassion, interpersonal conflict resolutions, and well-being. Self and Identity, 12(2), 146-159. https://doi.org/10.1080/15298868.2011.649545
Yarnell, L. M., Stafford, R. E., Neff, K. D., Reilly, E. D., Knox, M. C., & Mullarkey, M. (2015). Meta-analysis of gender differences in self-compassion. Self and Identity, 14(5), 499-520. https://doi.org/10.1080/15298868.2015.1029966
Zessin, U., Dickhäuser, O., & Garbade, S. (2015). The relationship between self-compassion and well-being: A meta-analysis. Applied Psychology: Health and Well-Being, 7(3), 340-364. https://doi.org/10.1111/aphw.12051
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
Gilbert, P. (2005). Compassion: Conceptualisations, research and use in psychotherapy. Routledge.
Iskender, M. (2009). The relationship between self-compassion, self-efficacy, and control belief about learning in Turkish university students. Social Behavior and Personality, 37(5), 711-720. https://doi.org/10.2224/sbp.2009.37.5.711
Joeng, J. R., & Turner, S. L. (2015). Mediators between self-criticism and depression: Self-compassion and self-worth. Counselling and Psychotherapy Research, 15(1), 30-39. https://doi.org/10.1080/14733145.2013.857813
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144-156. https://doi.org/10.1093/clipsy.bpg016
Le, T. H., & Dao, T. D. L. (2023). Ảnh hưởng của lòng trắc ẩn với bản thân đến sức khỏe tâm thần của sinh viên [The influence of self-compassion on students' mental health]. Proceedings of the 1st International Scientific Conference on Happy Schools. Hue University Press. https://www.researchgate.net/publication/369890862
Luong, M. H. (2019). Mối liên hệ giữa lòng tự trắc ẩn và mức độ trầm cảm của sinh viên một số trường đại học, cao đẳng thành phố Hà Nội [The relationship between self-compassion and depression levels of students at some universities and colleges in Hanoi city]. [Master's thesis, University of Social Sciences and Humanities, Vietnam National University]. Hanoi.
Misra, R., & McKean, M. (2000). College students’ academic stress and its relation to their anxiety, time management, and leisure satisfaction. American Journal of Health Studies, 16(1), 41–51.
Muris, P., & Petrocchi, N. (2017). Protection or vulnerability? A meta-analysis of the relations between the positive and negative components of self-compassion and psychopathology. Clinical Psychology & Psychotherapy, 24(2), 373-383. https://doi.org/10.1002/cpp.2005
Neff, K. D. (2003a). 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. (2003b). The development and validation of a scale to measure self-compassion. Self and Identity, 2(3), 223-250. https://doi.org/10.1080/15298860390209035
Neff, K. D. (2009). Self-compassion. In M. R. Leary & R. H. Hoyle (Eds.), Handbook of individual differences in social behavior (pp. 561-573). Guilford Press.
Neff, K. D., & Germer, C. K. (2017). Self-compassion and psychological well-being. In J. Doty (Ed.), Oxford handbook of compassion science (pp. 371-385). Oxford University Press.
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
Neff, K. D., Hsieh, Y., & Dejitterat, K. (2005). Self-compassion, achievement goals, and coping with academic failure. Self and Identity, 4(3), 263-287. https://doi.org/10.1080/13576500444000317
Nguyen, H. H., Tran, V. T., Tran, T. H., & Tran, T. D. Q. (2019). Lòng tự trắc ẩn của sinh viên Trường Đại học Sư phạm Thành phố Hồ Chí Minh [Self-compassion of students at Ho Chi Minh City University of Education]. Student scientific research project, Ho Chi Minh City University of Education.
Pepping, C. A., Davis, P. J., & O’Donovan, A. (2015). The association between parental styles and self-compassion in adulthood. Journal of Child and Family Studies, 24(9), 2840-2851. https://doi.org/10.1007/s10826-014-0086-8
Poots, A., & Cassidy, T. (2020). Academic expectation, self-compassion, psychological capital, social support and student wellbeing. International Journal of Educational Research, 99, 101506. https://doi.org/10.1016/j.ijer.2019.101506
Tran, T. H., & Tran, M. D. (2017). Đánh giá lòng tự trắc ẩn: Một nghiên cứu định lượng ở sinh viên Việt Nam. [Assessing self-compassion: A quantitative study in Vietnamese students]. Journal of Psychology, (10), 223. https://www.researchgate.net/publication/321106176
Trompetter, H. R., Kleine, E., & Bohlmeijer, E. T. (2017). Why does positive mental health buffer against psychopathology? An exploratory study on self-compassion as a resilience mechanism and adaptive emotion regulation strategy. Cognitive Therapy and Research, 41(3), 459-468. https://doi.org/10.1007/s10608-016-9774-0
World Health Organization. (2022, March 2). COVID-19 pandemic triggers 25% increase in prevalence of anxiety and depression worldwide [News release]. World Health Organization. https://www.who.int/news/item/02-03-2022-covid-19-pandemic-triggers-25-increase-in-prevalence-of-anxiety-and-depression-worldwide
World Health Organization. (2024, October 10). Adolescent mental health [Fact sheet]. World Health Organization. https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health
Yarnell, L. M., & Neff, K. D. (2013). Self-compassion, interpersonal conflict resolutions, and well-being. Self and Identity, 12(2), 146-159. https://doi.org/10.1080/15298868.2011.649545
Yarnell, L. M., Stafford, R. E., Neff, K. D., Reilly, E. D., Knox, M. C., & Mullarkey, M. (2015). Meta-analysis of gender differences in self-compassion. Self and Identity, 14(5), 499-520. https://doi.org/10.1080/15298868.2015.1029966
Zessin, U., Dickhäuser, O., & Garbade, S. (2015). The relationship between self-compassion and well-being: A meta-analysis. Applied Psychology: Health and Well-Being, 7(3), 340-364. https://doi.org/10.1111/aphw.12051