Self-compassion among university students as a personal resource in the job demand-resources model

References

• Alarcon, G. M., Edwards, J. M., & Menke, L. E. (2011). Student burnout and engagement: A test of the conservation of resources theory. The Journal of Psychology, 145(3), 211–227. https://doi.org/10.1080/00223980.2011.555432
   PubMed Web of Science ®Google Scholar
• Allen, A. B., & Leary, M. R. (2010). Self‐compassion, stress, and coping. Social and Personality Psychology Compass, 4(2), 107–118. https://doi.org/10.1111/j.1751-9004.2009.00246.x
   PubMedGoogle Scholar
• Ângelo, R. P., & Chambel, M. J. (2014). The role of proactive coping in the job demands–resources model: A cross-section study with firefighters. European Journal of Work and Organizational Psychology, 23(2), 203–216. https://doi.org/10.1080/1359432X.2012.728701
   Web of Science ®Google Scholar
• Babenko, O., Mosewich, A., Abraham, J., & Lai, H. (2018). Contributions of psychological needs, self-compassion, leisure-time exercise, and achievement goals to academic engagement and exhaustion in Canadian medical students. Journal of Educational Evaluation for Health Professions, 15(2), 2–7. https://doi.org/10.3352/jeehp.2018.15.2
   PubMedGoogle Scholar
• Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22(3), 309–328. https://doi.org/10.1108/02683940710733115
   Google Scholar
• Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056
   PubMed Web of Science ®Google Scholar
• Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. I. (2014). Burnout and work engagement: The JD–R approach. Annual Review of Organizational Psychology and Organizational Behavior, 1(1), 389–411. https://doi.org/10.1146/annurev-orgpsych-031413-091235
   Google Scholar
• Barlow, M. R., Turow, R. E. G., & Gerhart, J. (2017). Trauma appraisals, emotion regulation difficulties, and self-compassion predict posttraumatic stress symptoms following childhood abuse. Child Abuse & Neglect, 65, 37–47. https://doi.org/10.1016/j.chiabu.2017.01.006
   PubMed Web of Science ®Google Scholar
• Barnard, L. K., & Curry, J. F. (2011). Self-compassion: Conceptualizations, correlates, & interventions. Review of General Psychology, 15(4), 289–303. https://doi.org/10.1037/a0025754
   Web of Science ®Google Scholar
• Bayar, Ö., & Tuzgöl Dost, M. (2018). Attachment style and perceived social support as predictors of self-compassion among university students. Hacettepe University Journal of Education, 33(3), 689–704. https://doi.org/10.16986/HUJE.2017029306
   Google Scholar
• Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588–606. https://doi.org/10.1037/0033-2909.88.3.588
   Web of Science ®Google Scholar
• Bollen, K. A., & Pearl, J. (2013). Eight myths about causality and structural equation modeling. In S. L. Morgan (Ed.), Handbook of causal analysis for social research (pp. 301–328). https://doi.org/10.1007/978-94-007-6094-3_15
   Google Scholar
• Bong, M., Kim, S., Reeve, J., Lim, H. J., Lee, W., Ahn, H. S., & Woo, Y. (2012). The Student Motivation in the Learning Environment Scales (SMILES) manual. bMRI. https://bmri.korea.ac.kr/user/kcp670pm/list.asp?listType=3
   Google Scholar
• Brat, M., Gamby, K., & Avadhanam, R. (2017). Self-compassion: A wellness intervention for the millennial college student. Counseling & Wellness: A Professional Counseling Journal, 6, 1–22. http://openknowledge.nau.edu/id/eprint/3007
   Google Scholar
• Breines, J. G., & Chen, S. (2012). Self-compassion increases self-improvement motivation. Personality & Social Psychology Bulletin, 38(9), 1133–1143. https://doi.org/10.1037/e512142015-364
   PubMed Web of Science ®Google Scholar
• Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp.136–162). Sage.
   Google Scholar
• Brunello, G., & Winter-Ebmer, R. (2003). Why do students expect to stay longer in college? Evidence from Europe. Economics Letters, 80(2), 247–253. https://doi.org/10.1016/S0165-1765(03)00086-7
   Web of Science ®Google Scholar
• Buchmann, M. C., & Kriesi, I. (2011). Transition to adulthood in Europe. Annual Review of Sociology, 37(1), 481–503. https://doi.org/10.1146/annurev-soc-081309-150212
   Web of Science ®Google Scholar
• Cavanaugh, M. A., Boswell, W. R., Roehling, M. V., & Boudreau, J. W. (2000). An empirical examination of self-reported work stress among US managers. Journal of Applied Psychology, 85(1), 65–74. https://doi.org/10.1037//0021-9010.85.1.65
   PubMed Web of Science ®Google Scholar
• Chen, J. J. L. (2005). Relation of academic support from parents, teachers, and peers to Hong Kong adolescents’ academic achievement: The mediating role of academic engagement. Genetic, Social, and General Psychology Monographs, 131(2), 77–127. https://doi.org/10.3200/MONO.131.2.77-127
   PubMed Web of Science ®Google Scholar
• Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233–255. https://doi.org/10.1207/S15328007SEM0902_5
   Web of Science ®Google Scholar
• Cho, S. (2017). Pattern of change in academic burnout across Soo-Neung [Unpublished doctoral dissertation]. Korea University.
   Google Scholar
• Cho, S. H., Lee, M. Y., Lee, J. H., & Lee, S. M. (2018). Study on academic burnout and engagement among high school students: Applying the job demands-resources model. The Korea Educational Review, 24(3), 1–26. https://doi.org/10.29318/KER.24.3.1
   Google Scholar
• Choi, S. H., & Lee, H. Y. (2013). Affecting factors in unemployment stress among college students-Focused on physical symptoms, depression, anxiety and self-esteem. The Journal of Korea Contents, 13(12), 808–816. https://doi.org/10.5392/JKCA.2013.13.12.808
   Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences. L. Erlbaum Associates.
   Google Scholar
• Demerouti, E., & Bakker, A. B. (2011). The job demands-resources model: Challenges for future research. SA Journal of Industrial Psychology, 37(2), 1–9. https://doi.org/10.4102/sajip.v37i2.974
   Google Scholar
• Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. https://doi.org/10.1037/0021-9010.86.3.499
   PubMed Web of Science ®Google Scholar
• DeLury, S. S., & Poulin, M. J. (2018). Self-compassion and verbal performance: Evidence for threat-buffering and implicit self-related thoughts. Self and Identity, 17(6), 710–722. https://doi.org/10.1080/15298868.2018.1477829
   Web of Science ®Google Scholar
• Dupasquier, J. R., Kelly, A. C., Waring, S. V., & Moscovitch, D. A. (2020). Self-compassionate college women report receiving more social support in the face of distress: Evidence from a daily diary study. Personality and Individual Differences, 154, 109680–109686. https://doi.org/10.1016/j.paid.2019.109680
   Web of Science ®Google Scholar
• Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analysis using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149–1160. https://doi.org/10.3758/BRM.41.4.1149
   PubMed Web of Science ®Google Scholar
• Fong, M., & Loi, N. M. (2016). The mediating role of self‐compassion in student psychological health. Australian Psychologist, 51(6), 431–441. https://doi.org/10.1111/ap.12185
   Web of Science ®Google Scholar
• Forest, A. L., Kille, D. R., Wood, J. V., & Holmes, J. G. (2014). Discount and disengage: How chronic negative expressivity undermines partner responsiveness to negative disclosures. Journal of Personality and Social Psychology, 107(6), 1013–1032. https://doi.org/10.1037/a0038163
   PubMed Web of Science ®Google Scholar
• Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Pearson.
   Google Scholar
• Harter, S. (1985). Manual for the social support scale for children. University of Denver.
   Google Scholar
• Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. The American Psychologist, 44(3), 513–524. https://doi.org/10.1037/0003-066X.44.3.513
   PubMed Web of Science ®Google Scholar
• Hobfoll, S. E. (2002). Social and psychological resources and adaptation. Review of General Psychology, 6(4), 307–324. https://doi.org/10.1037/1089-2680.6.4.307
   Web of Science ®Google Scholar
• Hobfoll, S. E., Johnson, R. J., Ennis, N., & Jackson, A. P. (2003). Resource loss, resource gain, and emotional outcomes among inner city women. Journal of Personality and Social Psychology, 84(3), 632–643. https://doi.org/10.1037/0022-3514.85.2.248
   PubMed Web of Science ®Google Scholar
• Hwang, W., & Jung, E. (2021). Parenting practices, parent–child relationship, and perceived academic control in college students. Journal of Adult Development, 28(1), 37–49. https://doi.org/10.1007/s10804-020-09346-0
   Web of Science ®Google Scholar
• Jayaratne, S., & Chess, W. A. (1983). Job satisfaction and burnout in social work. In B. A. Farber (Ed.), Stress and burnout in the human service professions (pp. 129–141). Pergamon Press.
   Google Scholar
• Kalimo, R., Pahkin, K., & Mutanen, P. (2002). Work and personal resources as long‐term predictors of well‐being. Stress and Health, 18(5), 227–234. https://doi.org/10.1002/smi.949
   Web of Science ®Google Scholar
• Kang, J. (2020). The mediating effects of intrapersonal intelligence and daily hassles on the relationship between social support and positive psychological capital of middle and high school students. Korean Association for Learner-Centered Curriculum and Instruction, 20(20), 1217–1238. https://doi.org/10.22251/jlcci.2020.20.20.1217
   Google Scholar
• Karasek, R. A. (1979). Job demands, job decision latitude, and mental strain: Implications for job redesign. Administrative Science Quarterly, 24(2), 285–308. https://doi.org/10.2307/2392498
   Web of Science ®Google Scholar
• Kim, B., Lee, M., Kim, K., Choi, H., & Lee, S. M. (2015). Longitudinal analysis of academic burnout in Korean middle school students. Stress and Health, 31(4), 281–289. https://doi.org/10.1002/smi.2553
   PubMed Web of Science ®Google Scholar
• Kim, K., Yi, G., Cho, Y., Chai, S. H., & Lee, W. (2008). The validation study of the Korean version of the Self-Compassion Scale. The Korean Journal of Health Psychology, 13(4), 1023–1044. https://doi.org/10.17315/kjhp.2008.13.4.012
   Google Scholar
• Kim, M. S. (1995). The relationship between maladaptation and social support among children [Unpublished doctoral dissertation]. Sook Myeong Women’s University.
   Google Scholar
• Kline, P. B. (2010). Principles and practice of structural equation modeling (3rd ed.). Guilford Press.
   Google Scholar
• Kreivinienė, B. (2011). The representations of social support from external resources by families raising children with severe disability in connection with dolphin assisted therapy [Unpublished doctoral dissertation]. University of Lapland.
   Google Scholar
• Lee, J., & Lee, S. M. (2012). The development and validation of Korean Academic Engagement Inventory (KAEI). The Korean Journal of Educational Methodology Studies, 24(1), 131–147. https://doi.org/10.17927/tkjems.2012.24.1.131
   Google Scholar
• Lee, K. J., & Lee, S. M. (2022). The role of self-compassion in the academic stress model. Current Psychology, 41(5), 3195–3204. https://doi.org/10.1007/s12144-020-00843-9
   Web of Science ®Google Scholar
• Lee, M., Lee, K. J., Lee, S. M., & Cho, S. (2020). From emotional exhaustion to cynicism in academic burnout among Korean high school students: Focusing on the mediation effects of hatred of academic work. Stress and Health, 36(3), 376–383. https://doi.org/10.1002/smi.2936
   PubMed Web of Science ®Google Scholar
• Lee, Y. B., Lee, S. M., & Lee, J. Y. (2009). Development of Korean academic burnout scale. The Korea Educational Review, 15(3), 59–78.
   Google Scholar
• Lesener, T., Pleiss, L. S., Gusy, B., & Wolter, C. (2020). The study demands-resources framework: An empirical introduction. International Journal of Environmental Research and Public Health, 17(14), 5183–5113. https://doi.org/10.3390/ijerph17145183
   PubMed Web of Science ®Google Scholar
• Long, P., & Neff, K. D. (2018). Self-compassion is associated with reduced self-presentation concerns and increased student communication behavior. Learning and Individual Differences, 67, 223–231. https://doi.org/10.1016/j.lindif.2018.09.003
   Web of Science ®Google Scholar
• Marshall, S. L., Ciarrochi, J., Parker, P. D., & Sahdra, B. K. (2020). Is self‐compassion selfish? The development of self‐compassion, empathy, and prosocial behavior in adolescence. Journal of Research on Adolescence, 30(S2), 472–484. https://doi.org/10.1111/jora.12492
   PubMed Web of Science ®Google Scholar
• Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422. https://doi.org/10.1146/annurev.psych.52.1.397
   PubMed Web of Science ®Google Scholar
• Neff, K. D. (2003). The development and validation of a scale to measure self-compassion. Self and Identity, 2(3), 223–250. https://doi.org/10.1080/15298860309027
   Web of Science ®Google Scholar
• Neff, K. D., Hsieh, Y. P., & Dejitterat, K. (2005). Self-compassion, achievement goals, and coping with academic failure. Self and Identity, 4(3), 263–287. https://doi.org/10.1080/13576500444000317
   Web of Science ®Google Scholar
• Ng-Knight, T., & Schoon, I. (2017). Can locus of control compensate for socioeconomic adversity in the transition from school to work? Journal of Youth and Adolescence, 46(10), 2114–2128. https://doi.org/10.1007/s10964-017-0720-6
   PubMed Web of Science ®Google Scholar
• Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891. https://doi.org/10.3758/BRM.40.3.879
   PubMed Web of Science ®Google Scholar
• Salmela-Aro, K., & Upadyaya, K. (2014). School burnout and engagement in the context of demands-resources model. The British Journal of Educational Psychology, 84(Pt 1), 137–151. https://doi.org/10.1111/bjep.12018
   PubMed Web of Science ®Google Scholar
• Schaufeli, W. B., & Bakker, A. B. (2003). UWES-Utrecht Work Engagement Scale: Test manual. https://www.wilmarschaufeli.nl/
   Google Scholar
• Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi‐sample study. Journal of Organizational Behavior, 25(3), 293–315. https://doi.org/10.1002/job.248
   Web of Science ®Google Scholar
• Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464–481. https://doi.org/10.1177/0022022102033005003
   Web of Science ®Google Scholar
• Schaufeli, W. B., & Taris, T. W. (2005). The conceptualization and measurement of burnout: Common ground and worlds apart. Work & Stress, 19(3), 256–262. https://doi.org/10.1080/02678370500385913
   Web of Science ®Google Scholar
• Schaufeli, W. B., & Taris, T. W. (2014). A critical review of the job demands-resources model: Implications for improving work and health. In G. F. Bauer & O. Hämmig (Eds.), Bridging occupational, organizational and public health: A transdisciplinary approach (pp. 43–68). Springer. https://doi.org/10.1007/978-94-007-5640-3_4
   Google Scholar
• Schoon, I., & Heckhausen, J. (2019). Conceptualizing individual agency in the transition from school to work: A social-ecological developmental perspective. Adolescent Research Review, 4(2), 135–148. https://doi.org/10.1007/s40894-019-00111-3
   Web of Science ®Google Scholar
• Shin, H., Puig, A., Lee, J., Lee, J. H., & Lee, S. M. (2011). Cultural validation of the Maslach Burnout Inventory for Korean students. Asia Pacific Education Review, 12(4), 633–639. https://doi.org/10.1007/s12564-011-9164-y
   Web of Science ®Google Scholar
• Shirom, A. (2003). Feeling vigorous at work? The construct of vigor and the study of positive affect in organizations. Research in Organizational Stress and Well-Being, 3, 135–165. https://doi.org/10.1016/s1479-3555(03)03004-x
   Google Scholar
• Siegrist, J. (1996). Adverse health effects of high-effort/low-reward conditions. Journal of Occupational Health Psychology, 1(1), 27–41. https://doi.org/10.1037/1076-8998.1.1.27
   PubMedGoogle Scholar
• Skinner, E., Johnson, S., & Snyder, T. (2005). Six dimensions of parenting: A motivational model. Parenting: Science and Practice, 5(2), 175–235. https://doi.org/10.1207/s15327922par0502_3
   Web of Science ®Google Scholar
• Song, J., Bong, M., Lee, K., & Kim, S. I. (2015). Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement. Journal of Educational Psychology, 107(3), 821–841. https://doi.org/10.1037/edu0000016
   Web of Science ®Google Scholar
• Tardy, C. H. (1985). Social support measurement. American Journal of Community Psychology, 13(2), 187–202. https://doi.org/10.1007/BF00905728
   Web of Science ®Google Scholar
• Terry, M. L., & Leary, M. R. (2011). Self-compassion, self-regulation, and health. Self and Identity, 10(3), 352–362. https://doi.org/10.1080/15298868.2011.558404
   Web of Science ®Google Scholar
• Toplu-Demirtaş, E., Kemer, G., Pope, A. L., & Moe, J. L. (2018). Self-compassion matters: The relationships between perceived social support, self-compassion, and subjective well-being among LGB individuals in Turkey. Journal of Counseling Psychology, 65(3), 372–382. https://doi.org/10.1037/cou0000261
   PubMed Web of Science ®Google Scholar
• Tseng, W. T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78–102. https://doi.org/10.1093/applin/ami046
   Web of Science ®Google Scholar
• Wefald, A. J., & Downey, R. G. (2009). Construct dimensionality of engagement and its relation with satisfaction. The Journal of Psychology, 143(1), 91–111. https://doi.org/10.3200/jrlp.143.1.91-112
   PubMed Web of Science ®Google Scholar
• Wirth, J. H., Allen, A. B., & Zitek, E. M. (2020). Feeling like a burden: Self-compassion buffers against the negative effects of a poor performance. Social Psychology, 51(4), 219–238. https://doi.org/10.1027/1864-9335/a000411
   Web of Science ®Google Scholar
• Xanthopoulou, D., Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2007). The role of personal resources in the job demands-resources model. International Journal of Stress Management, 14(2), 121–141. https://doi.org/10.1037/1072-5245.14.2.121
   Google Scholar
• Xanthopoulou, D., Bakker, A. B., & Fischbach, A. (2013). Work engagement among employees facing emotional demands. Journal of Personnel Psychology, 12(2), 74–84. https://doi.org/10.1027/1866-5888/a000085
   Web of Science ®Google Scholar
• Yeung, R., & Leadbeater, B. (2010). Adults make a difference: The protective effects of parent and teacher emotional support on emotional and behavioral problems of peer‐victimized adolescents. Journal of Community Psychology, 38(1), 80–98. https://doi.org/10.1002/jcop.20353
   Web of Science ®Google Scholar
• Yi, P. (2016). Time to degree of four-year university students in Korea. Korean Journal of Education Administration, 34(5), 223–246.
   Google Scholar
• Zhang, Y., Luo, X., Che, X., & Duan, W. (2016). Protective effect of self-compassion to emotional response among students with chronic academic stress. Frontiers in Psychology, 7, 180. https://doi.org/10.3389/fpsyg.2016.01802
   PubMed Web of Science ®Google Scholar