The Mediating Role of Emotion Regulation in the Relationship between Self-Compassion and Subjective Well-Being in School in Secondary School Students

Abstract

This study focuses on the mediating role of emotion regulation in the relationship between self-compassion and subjective well-being in school in secondary school students. The Brief Adolescents’ Subjective Well-Being in School Scale, Self-Compassion Scale for Adolescents and Emotion Regulation Scale for Adolescents were administered to a sample of 415 adolescents (48.9% females and 51.1% ma-les). The data was analysed with correlation analysis and regression-based mediation analysis to inves-tigate the relationship between emotion regulation, self-compassion and subjective well-being in school. Furthermore, a bootstrap method was used to examine the direct and indirect effects in the mediation model. The findings showed that internal functional and external dysfunctional emotion regulation, which are sub-dimensions of emotion regulation, have a mediating effect on the relationship between self-compassion and subjective well-being at school. The results obtained are discussed in the context of the relevant literature.

Self-Compassion: Unveiling Mental Health Through Emotion Regulation in High-school Students

“…The results of the study concluded that emotion regulation -cognitive appraisal partially mediates the role of self-compassion on depressive symptoms in adolescents. The results of the next study by Koçak and Terzi (2023), who examined the role of emotion regulation in the relationship between self-compassion and subjective well-being in junior high school students, where the role of mediating regulation is also partial. Research on this topic can extend the literature on the role of self-compassion on mental health through emotion regulation as a mediator.…”