ERIC Number: EJ1121494
Record Type: Journal
Publication Date: 2016
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1542-3077
EISSN: N/A
Compassionate Values as a Resource during the Transition to College: Quiet Ego, Compassionate Goals, and Self-Compassion
Wayment, Heidi A.; West, Taylor N.; Craddock, Emily B.
Journal of The First-Year Experience & Students in Transition, v28 n2 p93-114 2016
This study examined the unique contributions of compassion-related values and skills on stress and life satisfaction in two samples of first-year college students. Quiet ego, a measure of a compassionate self-identity, was associated with using relatively more compassionate interpersonal goals relative to self-image goals. Self-compassion and, to a lesser extent, self-control showed similar patterns of relative goal use. We tested a path model of hypothesized relationships in Sample 1 and confirmed the model in Sample 2. Quiet ego characteristics were associated with greater life satisfaction. Furthermore, these relationships were at least partially mediated by the relationships between self-compassion, self-control, and perceived stress. Discussion focuses on the potential importance of student-focused interventions that cultivate compassionate goals and a compassionate self-identity as a resource during the transition to college.
Descriptors: Values, Self Concept, Student Adjustment, Stress Variables, Life Satisfaction, College Freshmen, Interpersonal Relationship, Goal Orientation, Self Control, Path Analysis, Correlation, Student Attitudes, Intervention, Predictor Variables, Statistical Analysis, Questionnaires, Regression (Statistics), Maximum Likelihood Statistics
National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail: fye@sc.edu; Web site: http://sc.edu/fye/journal/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A