The effectiveness of compassionate mind training on the academic well-being of students with separation anxiety

Document Type : Original Article

Authors

1 Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran.

2 Professor, University of Tabriz, Tabriz, Iran.

3 Master Student in Educational Psychology, University of Tabriz, Tabriz, Iran.

Abstract

This study aimed to examine the effectiveness of Compassionate Mind Training (CMT) on the academic well-being of students with separation anxiety in boarding education centers. A quasi-experimental pre-test and post-test design with a control group was employed. The population consisted of 95 students with separation anxiety in boarding schools under the Ministry of Education in Mehraban City, East Azerbaijan Province, during the 2023–2024 academic year. A total of 30 individuals were selected using purposive sampling and were assigned into two groups of 15 (experimental and control). At the outset, both groups completed the Academic Well-being Scale by Tuominen-Soini et al. The experimental group received eight sessions of CMT, each lasting 90 minutes, while the control group received no intervention. After the intervention, a post-test was administered to both groups. Data was analyzed using multivariate analysis of covariance (MANCOVA). The results showed a significant improvement in academic well-being scores among the experimental group compared to the control group in the post-test (p < 0.05). These findings indicate that CMT enhances students’ emotional regulation and self-compassion, contributing to improved academic well-being. Students with higher academic well-being experience more positive emotions, while those with lower well-being are more prone to anxiety, depression, and negative perceptions of academic experiences. CMT helps develop emotional resilience by encouraging adaptive behavior and acceptance of distress. Based on these results, it is recommended that CMT be integrated into school curricula to support students’ academic and emotional adjustment.

Keywords

References

Ahmadi, M., Hashmian, K., Dortaj, F., & Abolmaali, K. (2021). Effectiveness of Social-emotional Learning vs Mindfulness Training in Increasing Positive Orientation Towards School. Journal of school psychology, 9(4), 120-133.  doi: 10.32598/JSPI.9.4.10
Akbari Klor, S. M., Habibi, M., Ghator, Z., & Azimi Raviz, F. (2019). The effectiveness of group-based compassion therapeutic on uncertainty and concern in female students with generalized anxiety disorder. Woman and Culture, 11(40), 53-66.
Andersen, B., & Rasmussen, P. H. (2017). Transdiagnostic group therapy for people with self-critic and low self esteem, based on compassion focused therapy principles. Journal of Compassionate Health Care, 4, 1-11.   doi:  10.1186/s40639-017-0043-1
Babadi, P., Marashian, F. S., & Safarzadeh, S. (2024). The impact of positive mindfulness training on academic well-being among medical students. Research and Development in Medical Education, 13(1), 28-28. https://www.sid.ir/fileserver/je/1816-355927-en-1550389.pdf 
Bakker, A. B., & Demerouti, E. (2007). The job demands‐resources model: State of the art. Journal of managerial psychology, 22(3), 309-328. doi: 10.1108/02683940710733115
Borjali, P. D., M., Bagiyan, M. J., Bakhti, M., & Abbasi, P. D., M. (2014). The Encouragement Training Based on Adlerian Approach and the Social and Emotional Well-Being of Boarding School Students. Quarterly Journal Of Family and Research, 10(4), 83-100. http://qjfr.ir/article-1-98-fa.html
Dastan, S., Davoudi, I., & Bassak Nejad, S. (2014). The Effectiveness of Stress Management Training on Homesickness, Interpersonal Difficulties and Dormitory Adjustment Among First grade Female Student of Shiraz Boarding School. Psychological Achievements, 21(2), 205-224. https://psychac.scu.ac.ir/article_11868_44aadba0da26572440d164306d76d892.pdf  
David, R., Singh, S., Ribeiro, N., & Gomes, D. R. (2022). Does spirituality influence happiness and academic performance? Religions, 13(7), 617. doi: 10.3390/rel13070617
Gilbert, P. (2009). A New Approach to Life's Challenges. Constable.
Gilbert, P. (2014). The origins and nature of compassion focused therapy. British journal of clinical psychology, 53(1), 6-41.  doi: 10.1111/bjc.12043
 Gilbert, P., & Procter, S. (2006). Compassionate mind training for people with high shame and self‐criticism: Overview and pilot study of a group therapy approach. Clinical Psychology & Psychotherapy: An International Journal of Theory & Practice, 13(6), 353-379.  doi: 10.1002/cpp.507
Hashemi, S. M., Mehdad, A., & Shokri, O. (2023). Comparing the Effectiveness of Positive, Resilience and Mindfulness Training Packages on Students' Academic Well-Being [Research]. Rooyesh-e-Ravanshenasi Journal (RRJ), 12(2), 141-152. http://frooyesh.ir/article-1-4215-fa.html
Haydari, Y., & Barzegar Bafrooei, K. (2020). The effectiveness of cognitive self-compassion training on academic well-being among ninth-grade students. Journal of Fundamentals of Mental Health, 22(3), 195-201. doi: 10.22038/jfmh.2020.16692
Khodapanah, F., & Reza, M. (2024). The Discrimination Forecast of Academic Well-Being Based on Self-Compassion, Happiness, and Academic Self-Efficacy. Educational Psychology, 20(72).  doi: 10.22054/jep.2024.73512.3835
Leaviss, J., & Uttley, L. (2015). Psychotherapeutic benefits of compassion-focused therapy: An early systematic review. Psychological medicine, 45(5), 927-945. doi: 10.1017/S0033291714002141
Manicavasagar, V., Silove, D., Wagner, R., & Drobny, J. (2003). A self-report questionnaire for measuring separation anxiety in adulthood. Comprehensive psychiatry, 44(2), 146-153. doi: 10.1053/comp.2003.50024
Meneghel, I., Martínez, I. M., Salanova, M., & De Witte, H. (2019). Promoting academic satisfaction and performance: Building academic resilience through coping strategies. Psychology in the Schools, 56(6), 875-890. doi: 10.1002/pits.22253
Mikaeili, N., Teymoori, R. & Salmani, A. (2023). The relationship between the emotional nature, adult attachment and aggression in depressed patients. Journal of Research in Psychopathology, 4(11), 40-46. doi:10.22098/jrp.2023.9601.1043
Mikaeili, N., Salmani, A. & Sharei, A. (2025). The Effectiveness of Emotion-Focused Therapy on Parenting Self-Efficacy and Distress Tolerance in Mothers with Insecure Attachment Styles. Journal of Family Relations Studies, 5(3), 1-11. doi:10.22098/jfrs.2025.17963.1255
Nazeri, R., Lotfabadi, H., & Pourshahriar, H. (2019). Effect and comparison of cognitive self-compassion and mindfulness on educational well-being of overweight students. Journal of research and health, 9(3), 268-274. http://jrh.gmu.ac.ir/article-1-1684-en.pdf
Neff, K. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and identity, 2(2), 85-101. doi: 10.1080/15298860309032
Neff, K. (2011). Self-compassion: The proven power of being kind to yourself. Hachette UK.
Neff, K. D. (2019). Setting the record straight about the Self-Compassion Scale. Mindfulness, 10(1), 200-202. doi: 10.1007/s12671-018-1061-6
Neff, K. D., & Beretvas, S. N. (2013). The role of self-compassion in romantic relationships. Self and identity, 12(1), 78-98. doi: 10.1080/15298868.2011.639548
Neff, K. D., & Germer, C. K. (2013). A pilot study and randomized controlled trial of the mindful self‐compassion program. Journal of clinical psychology, 69(1), 28-44.  doi: 10.1002/jclp.21923
Nemati, S., Badri Gargari, R., & Erfani, S. (2021). Academic well-being and self-compassion in students with and without specific learning disability. Journal of Learning Disabilities, 11(1), 64-79. doi: 10.22098/JLD.2021.6231.1663
Parker, P. D., & Salmela-Aro, K. (2011). Developmental processes in school burnout: A comparison of major developmental models. Learning and Individual Differences, 21(2), 244-248. doi: 10.1016/j.lindif.2011.01.005
Reynolds, N., Mrug, S., & Guion, K. (2013). Spiritual coping and psychosocial adjustment of adolescents with chronic illness: The role of cognitive attributions, age, and disease group. Journal of Adolescent Health, 52(5), 559-565. doi: 10.1016/j.jadohealth.2012.09.007
Rosenzweig, E. Q., Wigfield, A., & Eccles, J. S. (2019). 24 Expectancy-value theory and its relevance for student motivation and learning. Chapter: The Cambridge Handbook of Motivation and Learning, 617-644. doi: 10.1017/9781316823279.026
Salmani, A., Basharpoor, S. & Salehinejad, M. A. (2024). The effectiveness of transcranial direct electrical stimulation (tDCS) on craving and decision-making styles in substance users. Research on Addiction, 18(71), 31-54. doi:10.61186/etiadpajohi.18.71.31
Salimi, A., Arsalandeh, F., Zahrakar, K., Davarniya, R., & Shakarami, M. (2018). The effectiveness of compassion-focused therapy on mental health of women with multiple sclerosis. Internal Medicine Today, 24(2), 125-131. doi: 10.52547/iau.32.1.92
 Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J.-E. (2009). School burnout inventory (SBI) reliability and validity. European journal of psychological assessment, 25(1), 48-57. doi: 10.1027/1015-5759.25.1.48
Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2012). Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and Individual Differences, 22(3), 290-305. doi:10.1016/j.lindif.2012.01.002  
Ulaş, S., & Seçer, İ. (2024). A systematic review of school refusal. Current Psychology, 43(21), 19407-19422. doi: 10.1007/s12144-024-05742-x
Veiskarami, H., Khalili, Z., Alipour, K., & Alavi, Z. (2019). Mediating Role of Academic Engagemen the Peredicting Academic Wellbeing Based Classroom Socio-Mental Climate in Student. Biquarterly Journal of Cognitive Strategies in Learning, 7(12), 149-168. https://doi.org/10.1007/s12144-024-05742-
Vossoughi, M., Kharazi, M., Mani, A., Safari, F., Habibi, P., Zarei, L., Sarikhani, Y., Heydari, S. T., & Lankarani, K. B. (2024). Psychological strains after the crisis: evaluating separation anxiety among Iranian children and adolescents in the post-COVID-19 era. BMC Psychology, 12(1), 471. https://doi.org/10.1186/s40359-024-01945-w
Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental review, 12(3), 265-310. doi: 10.1016/0273-2297(92)90011-P

Files

Share

How to cite

Statistics