A Proposed Model for the Mediating Role of Self-compassion and Emotion Control Difficulties in the Relation between Mindfulness Allert and Academic Resilience of Third-year Intermediate School Students with Learning Difficulties
DOI:
https://doi.org/10.36473/ujhss.v59i2.1072Keywords:
academic resilience, emotion Control difficulties, mindfulness allert, self-compassion, third-year intermediate school students with learning difficultiesAbstract
Kind self-compassion towards oneself as part of mindfulness allert is an important determiner of resilience. Moreover, in order to adapt to negative life situations, emotion regulation and positive emotional activation were also identified as facilitators to deal with these difficult situations which are also important experiences emphasized in the exercise of mindfulness. The purpose of this study was to test proposed model for the mediating role of self-compassion and emotion control difficulties in the relationship between mindfulness alert and academic resilience of third-year intermediate school students with learning difficulties. 320 students with learning disabilities participated. It was found that mindfulness alert was positively and directly related to self-compassion. Also, mindfulness allert was also found to be negatively and significantly related to emotion regulation difficulties. It was indicated a negative significant relationship between self-compassion and emotion control difficulties. Self-compassion was directly related to resilience. Difficulties in emotion regulation were directly related to resilience. It was found that mindfulness allert was indirectly related to resilience through the mediating effect of self-compassion. Mindfulness allert had an indirect relation to resilience through difficulties in emotion regulation.
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