The Effectiveness of the Mindful Self-Compassion on Self-regulated learning Strategies and Psychological Resilience of Adolescents

Abstract :

Adolescence is a critical period marked by significant cognitive, emotional, and social changes. Understanding factors contributing to adolescents’ well-being and resilience is essential for promoting healthy development. The present study aimed to investigate the effectiveness of mindful self-compassion training on self-regulated learning strategies and psychological resilience among adolescents in Paveh city. This research employed a semi-experimental, psycho-educational group design with pre-test, post-test, and two-month follow-up stages. Forty female high school students were randomly selected based on inclusion and exclusion criteria and assigned to experimental and control groups using a randomized block design. Data were collected using the Connor-Davidson Resilience Scale (CD-RISC) and the Motivated Strategies for Learning Questionnaire (MSLQ). Data analysis was performed using mixed variance analysis with repeated measures. The results showed that the mindful self-compassion intervention significantly improved self-regulation in learning and psychological resilience in the experimental group compared to the control group (p<0.01), and these effects persisted through the follow-up stage (p<0.01). Therefore, mindful self-compassion training, by employing techniques such as mindfulness, acceptance of emotions, emotional coping, individual responsibility, and self-awareness, can be considered an effective method for enhancing adolescents’ psychological resilience and self-regulated learning strategies. It is recommended that counseling and psychology centers for teenagers incorporate mindful self-compassion

References:

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