Literaturnachweis - Detailanzeige
| Autor/inn/en | Wayment, Heidi A.; West, Taylor N.; Craddock, Emily B. |
|---|---|
| Titel | Compassionate Values as a Resource during the Transition to College: Quiet Ego, Compassionate Goals, and Self-Compassion |
| Quelle | In: Journal of The First-Year Experience & Students in Transition, 28 (2016) 2, S.93-114 (22 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1542-3077 |
| Schlagwörter | 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 Wertbegriff; Selbstkonzept; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Lebensvollendung; Studienanfänger; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Zielorientierung; Zielvorstellung; Selbstbeherrschung; Pfadanalyse; Korrelation; Schülerverhalten; Prädiktor; Statistische Analyse; Fragebogen; Regression; Regressionsanalyse |
| Abstract | 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. (As Provided). |
| Anmerkungen | 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/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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