An Investigation into Psychological Well-being Levels of Higher Education Students with Respect to Personality Traits and Self-compassion

Sarıcaoğlu, Halim; Arslan, Coşkun

doi:10.12738/estp.2013.4.1740

Cited by 24 publications

(28 citation statements)

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“…Additionally, self-compassion and neuroticism explain lack of self-confidence at a significant level. Some previous researches (Sarıcaoğlu and Arslan, 2013) found that, individuals with a positive self-perception had more self-compassion. An insecure approach refers to individuals' lack of self-confidence in solving a problem (Çam and Tümkaya, 2007).…”

Section: Discussionmentioning

confidence: 86%

Interpersonal problem solving, self-compassion and personality traits in university students

Arslan¹

2016

Educ. Res. Rev.

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The aim of this study was to investigate interpersonal problem solving in terms of self-compassion and personality traits. The participants were 570 (274 females and 296 males) who participated in the research voluntarily. The mean age of the participants was 21.54 years (between 17-32 years old) with a standard deviation of 2.68 years. Data were collected using Interpersonal Problem Solving Inventory, Adjective Based Personality Scale, Self-compassion Scale and personal information form. To analyze the data, Pearson conduct moment correlations, and multiple hierarchical regression analysis technique were used. As a result of the study, it was found that there was a significant negative relationship between approaching problems in a negative way and self-compassion, extraversion, openness to experiences, agreeableness and responsibility. It was found that there was a significant negative relationship between lack of self-confidence and self-compassion, extraversion, openness to experiences, agreeableness and responsibility. It was found that there was a significant negative relationship between unwillingness to take responsibility and self-compassion, extraversion, openness to experiences, agreeableness and responsibility. Also it was found that there was a positive relationship between constructive problem solving and self-compassion, extraversion, openness to experiences, agreeableness and responsibility. Besides, it was found that some approaches of selfcompassion and some approaches of personality traits significantly explain interpersonal problem solving.

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Section: Discussionmentioning

confidence: 86%

Interpersonal problem solving, self-compassion and personality traits in university students

Arslan¹

2016

Educ. Res. Rev.

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“…A fonte "experiências de mestria" pode congregar também o traço Abertura à Experiência, que caracteriza a curiosidade acerca do mundo e a propensão para novas experiências, tão recorrentes no âmbito do ensino superior (Saricaoğlu & Arslan, 2013). A relação entre Abertura à Experiência e crenças de Autoeficácia é confirmada pelos dados que demonstram esta predisposição pessoal como facilitadora de comportamentos adaptativos, que envolvem desafios, criatividade e resolução de problemas (Lent & Brown, 2013;Saricaoğlu & Arslan, 2013). Este resultado pode ser inspirador para as instituições lançarem projetos e atividades dirigidas a estimular e desenvolver estas caraterísticas dos estudantes, em âmbito das atividades curriculares e extracurriculares.…”

Section: Discussionunclassified

“…Este estudo mostra a relação dos sentimentos de bem-estar, satisfação e a estabilidade emocional (relação inversa de Neuroticismo) com Autoeficácia. A relação negativa do Neuroticismo com Autoeficácia é corroborada na literatura sobre os efeitos nefastos da instabilidade emocional na conceção pessoal de autoeficácia (Lent & Brown, 2013;Saricaoğlu & Arslan, 2013). A pesquisa tem confirmado o papel das emoções positivas na motivação e envolvimento nos próprios contextos (Compton, 2005), e o papel atribuído ao optimismo nos domínios intrapessoais e interpessoais (Forgeard & Seligman, 2012).…”

Section: Discussionunclassified

Fontes de autoeficácia em estudantes do ensino superior

Teixeira¹,

Costa²

2018

RBOP

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ResumoNuma perspetiva sociocognitiva, analisam-se fontes de autoeficácia, em variáveis demográficas, académicas, vocacionais e personalidade. A amostra inclui 480 estudantes do 2º ano dos cursos de psicologia, saúde, desporto, científicos-investigativos e tecnologias, que responderam ao Questionário Ajustamento e Adaptação ao Ensino Superior, Escalas de Desenvolvimento e Bem-Estar, Satisfação na Carreira, Autoeficácia Geral, Exigência e Responsividade Parental. Nos dados da regressão múltipla linear são variáveis explicativas das Autoeficácia: média de acesso ao ensino superior, abertura à experiência (experiências), bem-estar, satisfação na carreira, neuroticismo (estados emocionais), amabilidade, exigência paterna (persuasão, experiência vicária), e idade e género. Discutem-se implicações dos dados nas intervenções educacionais. Palavras-chave: Autoeficácia, fontes de autoeficácia, aprendizagemAbstract: Self-efficacy in higher education students With a socio-cognitive framework, we analyze sources of General Self-Efficacy, in demographic, academic, vocational and personality variables. The sample includes 480 students of the 2nd year of psychology, health, sports, scientificresearch and technology courses who answered the Questionnaire Adjustment and Adaptation to Higher Education, Scales of Development and Well-being, Career Satisfaction, General Self-Efficacy, Requirement and Responsiveness Parental. In the multiple linear regression data are explanatory variables of Self-efficacy: average access to higher education, openness to experience (experiences), well-being, career satisfaction, neuroticism (emotional states), kindness, paternal requirement (persuasion, vicarious experience), and age and gender. Implications of data on educational interventions are discussed.

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“…Extrovert individuals are generally vivacious, active, sociable, optimistic, happy and people who have positive feelings [40]. In literature, extraversion personality trait has a positive significant relationship with some variables such as self-compassion [2], psychological well-being [58] and satisfaction in intimate relationships [37]; and has a negative significant relationship with other variables such as anxiety, depression [29] and mortality risk [21]. It is not unexpected but a significant result that extraversion trait which is covering aforementioned features predicts the concept of forgiveness of others which is an important variable in terms of psychological well-being.…”

Section: Discussionmentioning

confidence: 99%

“…It is stated that those people in this dimension are not short-tempered, unreliable, rude, pessimist, combative and do not demonstrate narcissistic tendencies [40,61]. It is reported that agreeable individuals have high level of psychological well-being and high level of satisfaction in intimate relationships [37,58]. It is an expected but significant result that agreeableness personality trait predicts the concept of forgiveness of others which is an important variable in terms of psychological well-being.…”

Section: Discussionmentioning

confidence: 99%

The Investigation of University Students' Forgiveness Levels in Terms of Self-compassion, Rumination and Personality Traits

Oral¹,

Arslan²

2017

ujer

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The aim of the study is to investigate forgiveness levels of university students in terms of self-compassion, rumination and personality traits. A descriptive-correlational was used and self-administered questionnaires were conducted in this study. Participants of the study were 840 university students (460 females, 380 males) from different faculties of Pamukkale University chosen by random cluster sampling method. In this study, forgiveness was measured with Heartland Forgiveness Scale; self-compassion was measured with Self-compassion Scale; rumination was measured with Rumination about an Interpersonal Offense Scale, and personality traits were measured with Adjective Based Personality Scale. To examine the predictive power of self-compassion, rumination and personality traits on forgiveness, hierarchical regression analysis was used. According to the results of the study, among university students, self-compassion and extraversion are both significant predictors of self-forgiveness. And also, both of them predict self-forgiveness positively. However, rumination, neuroticism, openness to experience, agreeableness and conscientiousness of personality traits do not predict self-forgiveness. Also according to results, among university students, self-compassion, rumination and extraversion, agreeableness and conscientiousness are significant predictors of forgiveness of others. While self-compassion, extraversion and agreeableness predict forgiveness of others positively, rumination and conscientiousness predict negatively. Implications of these findings are discussed within the context of literature.

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An Investigation into Psychological Well-being Levels of Higher Education Students with Respect to Personality Traits and Self-compassion

Cited by 24 publications

References 0 publications

Interpersonal problem solving, self-compassion and personality traits in university students

Interpersonal problem solving, self-compassion and personality traits in university students

Fontes de autoeficácia em estudantes do ensino superior

The Investigation of University Students' Forgiveness Levels in Terms of Self-compassion, Rumination and Personality Traits

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