Affiliations: [a] Mental Health Education Center, Henan University of Animal Husbandry and Economy, Zhengzhou, Henan, China
| [b] School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| [c] Department of Biotechnology, Tokyo University of Agriculture and Technology, Tokyo, Japan
Correspondence:
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Address for correspondence: Angel Ray, Department of Bio-technology, Tokyo University of Agriculture and Technology, Tokyo, 1848588, Japan. E-mail: Rst219@163.com.
Abstract: BACKGROUND:Although the environment of college students is relatively safe, they are faced with the pressure of study, interpersonal relationship, and even future employment, which leads to a variety of psychological disorders, among which stress response is the most common one. As a new concept of healthy self, it is not clear how self - compassion affects students’ stress response. OBJECTIVE:This study aimed to analyze the role of students’ self-compassion based on chronic stress response in negative emotional regulation and coping style selection caused by external pressure, and to provide a theoretical basis for the application of self-compassion in regulating individual emotions in the future. METHODS:The 427 students from many universities in China who have applied for the 2020 postgraduate entrance examination and were preparing for the examination were classified into S1 group (preparation time < 2 months), S2 group (2 months < 5 months), and S3 group (preparation time > 5 months). The students who didn’t apply for the examination were set as D0 control group. The total stress response score, learning pressure, and positive and negative emotional scores of each group were compared. The Bootstrapping sampling method was used to examine the mediating effect of self - compassion. The students applying for the examination were classified into high-level self-compassion group (G1) and low-level self-compassion group (G2). RESULTS:The scores of learning stress and negative emotion in S1, S2, and S3 groups were significantly higher than those in D0 group, and S1 > S2 > S3 (P < 0.05). The proportion of students in G1 group who responded to review setbacks in a mature way was significantly higher than that in G2 group, and the proportion of immature type was significantly lower than that of G2 group (P < 0.05). There was a very significant positive correlation between self-compassion and problem solving and asking for help (P < 0.001). CONCLUSIONS:Self-compassion concept can reduce students’ negative emotions facing external pressure and protect individual positive emotions. In conclusion, faced at external pressure and stress, individuals with high self-esteem would not escape from their own negative emotions, and were more inclined to choose a positive way to solve problems and seek help from others.
