Exploring the Impact of Self-Control, Motivation, and Resilience on Students' Self-Compassion
Abstract
The core purpose of Pendidikan Profesi Guru Prajabatan (PPG) is to educate prospective teachers to become professional teachers. To achieve this goal, students requires psychological abilities when facing challenges such as dense and demanding tasks based on the curriculum that must be completed in 2 semesters. This study aims to (1) test the theoretical model of regression of self-compassion, and (2) determine the contribution of self-control, motivation, and resilience to self-compassion in PPG students. This study used a causal relationship design. Data were collected with (1) Brief Self Control Scale, (2) The Academic Motivation Scale, (3) The Connor-Davidson Resilience Scale, and (4) Self-Compassion Scale which have been tested for validity and reliability; data were analyzed with multiple regression. A total of 474 preservice PPG students participated. The results showed that theoretical model was fit. Self-control, motivation, and resilience have significant effects on self-compassion. This finding provides essential basis for policies to reinforce these three factors in enhancing self-compassion of PPG students. The toughness of the lectures and the immense challenges require self-compassion as a psychological support so that students are able to adapt and succeed in challenging tasks.
References
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de Ridder, D. T. D., de Boer, B. J., Lugtig, P., Bakker, A. B., & van Hooft, E. A. J. (2011). Not doing bad things is not equivalent to doing the right thing: Distinguishing between inhibitory and initiatory self-control. Personality and Individual Differences, 50(7), 1006–1011. doi: 10.1016/j.paid.2011.01.015
Dirgantoro, A. (2020). Pengaruh efikasi diri dan resiliensi terhadap keterlibatan kerja guru, dengan trait kepribadian sebagai mediator. [Tesis tidak dipublikasikan].
Felipe, A. C., & Moreno, J. B. (2021). Efficacy of a self-compassion intervention program on academic achievement in higher education. Revista Complutense de Educacion, 32(4), 675–687. doi: 10.5209/RCED.70954
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Jennings, P. A. (2015). Early childhood teachers’ well-being, mindfulness, and self-compassion in relation to classroom quality and attitudes towards challenging students. Mindfulness, 6(4), 732–743. doi: 10.1007/s12671-014-0312-4
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Kelliher-Rabon, J., Sirois, F. M., Barton, A. L., & Hirsch, J. K. (2022). Self-compassion and suicidal behavior: Indirect effects of depression, anxiety, and hopelessness across increasingly vulnerable samples. Self and Identity, 21(2), 223–243. doi: 10.1080/15298868.2021.1884592
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Kotera, Y., Aledeh, M., Barnes, K., Rushforth, A., Adam, H., & Riswani, R. (2022). Academic motivation of Indonesian university students: Relationship with self-compassion and resilience. Healthcare (Switzerland), 10(10). doi: 10.3390/healthcare10102092
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Kotera, Y., Maybury, S., Liu, G., Colman, R., Lieu, J., & Dosedlová, J. (2022). Mental well-being of Czech university students: Academic motivation, self-compassion, and self-criticism. Healthcare (Switzerland), 10(11), 1–12. doi: 10.3390/healthcare10112135
Kotera, Y., Taylor, E., Fido, D., Williams, D., & Tsuda-McCaie, F. (2023). Motivation of UK graduate students in education: Self-compassion moderates pathway from extrinsic motivation to intrinsic motivation. Current Psychology, 42(12), 10163–1076. doi: 10.1007/s12144-021-02301-6
Kotera, Y., Tsuda-McCaie, F., Edwards, A.-M., Bhandari, D., & Maughan, G. (2021). Self-compassion in Irish social work students: Relationships between resilience, engagement and motivation. International Journal of Environmental Research and Public Health, 18(15), 8187. doi: 10.3390/ijerph18158187
Leary, M. R., Tate, E. B., Adams, C. E., Allen, A. B., & Hancock, J. (2007). Self-compassion and reactions to unpleasant self-relevant events: The implications of treating oneself kindly. Journal of Personality and Social Psychology, 92(5), 887–904. doi: 10.1037/0022-3514.92.5.887
Lin, S.-H., & Huang, Y.-C. (2013). Life stress and academic burnout. Active Learning in Higher Education, 15, 77–90. doi: 10.1177/1469787413514651
Martin, R. D., & Kennett, D. J. (2018). To be kind or not to be kind: The moderating role of self-compassion in the relationship between general resourcefulness and academic self-regulation. The Journal of Social Psychology, 158(5), 626–638. doi: 10.1080/00224545.2017.1407286
Muttaqin, D., Yunanto, T. A. R., Fitria, A. Z. N., Ramadhanty, A. M., & Lempang, G. F. (2020). Properti psikometri Self-Compassion Scale versi Indonesia: Struktur faktor, reliabilitas, dan validitas kriteria. Persona: Jurnal Psikologi Indonesia, 9(2), 189–208. doi: 10.30996/persona.v9i2.3944
Natalya, L. (2018). Validation of Academic Motivation Scale: Short Indonesian language version. ANIMA Indonesian Psychological Journal, 34(1), 43–53. doi: 10.24123/aipj.v34i1.2025
Neff, K. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2, 85–101. doi: 10.1080/15298860390129863
Neff, K. D., & Dahm, K. A. (2015). Self-compassion: What it is, what it does, and how it relates to mindfulness. In Handbook of Mindfulness and Self-Regulation (pp. 121–137). New York, NY: Springer.
Neff, K. D., & McGehee, P. (2010). Self-compassion and psychological resilience among adolescents and young adults. Self and Identity. doi: 10.1080/15298860902979307
Neff, K. D., & Vonk, R. (2009). Self‐compassion versus global self‐esteem: Two different ways of relating to oneself. Journal of Personality. doi: 10.1111/j.1467-6494.2008.00537.x
Neff, K. D., Kirkpatrick, K. L., & Rude, S. S. (2007). Self-compassion and adaptive psychological functioning. Journal of Research in Personality.
Neff, K. D., Tóth-Király, I., Yarnell, L. M., & ... (2019). Examining the factor structure of the Self-Compassion Scale in 20 diverse samples: Support for use of a total score and six subscale scores. Psychological ….
Pepin-Vogt, N. (2016). The association between self-compassion and self-control with stress and affect as moderating and mediating variables.
Rachmawati, I., Multisari, W., Triyono, T., Simon, I. M., & Da Costa, A. (2021). Prevalence of academic resilience of social science students in facing the Industry 5.0 era. International Journal of Evaluation and Research in Education (IJERE), 10(2), 676. doi: 10.11591/ijere.v10i2.21175
Safitri, R., Alnedral, Gusril, Wahyuri, A. S., & Ockta, Y. (2024). The impacts of the project-based learning and problem-based learning models with self-confidence on students’ learning outcomes. Indonesian Research Journal in Education (IRJE), 8(1), 269–283. doi: 10.22437/irje.v8i1.31480
Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785–1799. doi: 10.4236/ce.2016.713182
Southwick, S. M., Bonanno, G. A., Masten, A. S., Panter-Brick, C., & Yehuda, R. (2014). Resilience definitions, theory, and challenges: Interdisciplinary perspectives. European Journal of Psychotraumatology, 5(1). doi: 10.3402/ejpt.v5.25338
Trompetter, H. R., de Kleine, E., & Bohlmeijer, E. T. (2017). Why does positive mental health buffer against psychopathology? An exploratory study on self-compassion as a resilience mechanism and adaptive emotion regulation strategy. Cognitive Therapy and Research, 41(3), 459–468. doi: 10.1007/s10608-016-9774-0
Vallerand, R. J., O’Connor, B. P., & Hamel, M. (1995). Motivation in later life: Theory and assessment. International Journal of Aging and Human Development, 41(3), 221–238. doi: 10.2190/YLFM-DGUE-HRL2-VWLG
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017. doi: 10.1177/0013164492052004025
Wald, J., Taylor, S., Asmundson, G., Jang, K., & Stapleton, J. (2006). Literature review of concepts: Psychological resiliency.
Welp, L. R., & Brown, C. M. (2014). Self-compassion, empathy, and helping intentions. The Journal of Positive Psychology, 9(1), 54–65. doi: 10.1080/17439760.2013.831465
Arifin, H. H., & Milla, M. N. (2020). Adaptasi dan properti psikometrik skala kontrol diri ringkas versi Indonesia. Jurnal Psikologi Sosial, 18(2), 179–195. doi: 10.7454/jps.2020.18
Atmoko, A., & Rachmawati, I. (2024). Analisis data penelitian pendidikan disertai aplikasi SPSS. Depok: Rajawali Pers.
Atmoko, A., Machfudz, M., Mansur, R., & Da Costa, A. (2022). Motivation contribution to religious learning behavior during the Covid pandemic. Cakrawala Pendidikan, 41(1), 271–283. doi: 10.21831/cp.v41i1.43255
Bluth, K., Mullarkey, M., & Lathren, C. (2018). Self-compassion: A potential path to adolescent resilience and positive exploration. Journal of Child and Family Studies, 27(9), 3037–3047. doi: 10.1007/s10826-018-1125-1
Bluth, K., Roberson, P. N. E., Gaylord, S. A., Faurot, K. R., Grewen, K. M., Arzon, S., & Girdler, S. S. (2016). Does self-compassion protect adolescents from stress? Journal of Child and Family Studies, 25(4), 1098–1109. doi: 10.1007/s10826-015-0307-3
Chow, T. S., Tang, C. S., Siu, T. S. U., & Kwok, H. S. H. (2024). Examining the roles of self-compassion and self-control in managing work–family conflicts and preventing burnout during the pandemic: A three-wave longitudinal study in China. International Journal of Psychology, 59(6), 1015–1025. doi: 10.1002/ijop.13226
Connor, K. M., & Davidson, J. R. T. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18(2), 76–82. doi: 10.1002/da.10113
de Ridder, D. T. D., de Boer, B. J., Lugtig, P., Bakker, A. B., & van Hooft, E. A. J. (2011). Not doing bad things is not equivalent to doing the right thing: Distinguishing between inhibitory and initiatory self-control. Personality and Individual Differences, 50(7), 1006–1011. doi: 10.1016/j.paid.2011.01.015
Dirgantoro, A. (2020). Pengaruh efikasi diri dan resiliensi terhadap keterlibatan kerja guru, dengan trait kepribadian sebagai mediator. [Tesis tidak dipublikasikan].
Felipe, A. C., & Moreno, J. B. (2021). Efficacy of a self-compassion intervention program on academic achievement in higher education. Revista Complutense de Educacion, 32(4), 675–687. doi: 10.5209/RCED.70954
Ford, A., & Kluge, D. E. (2015). Positive and negative outcomes in creative project-based learning: Two EFL projects. アカデミア. 文学・語学編, (98), 113–154.
Jennings, P. A. (2015). Early childhood teachers’ well-being, mindfulness, and self-compassion in relation to classroom quality and attitudes towards challenging students. Mindfulness, 6(4), 732–743. doi: 10.1007/s12671-014-0312-4
Johnson, E. A., & O’Brien, K. A. (2013). Self-compassion soothes the savage ego-threat system: Effects on negative affect, shame, rumination, and depressive symptoms. Journal of Social and Clinical Psychology, 32(9), 939–963. doi: 10.1521/jscp.2013.32.9.939
Kelliher-Rabon, J., Sirois, F. M., Barton, A. L., & Hirsch, J. K. (2022). Self-compassion and suicidal behavior: Indirect effects of depression, anxiety, and hopelessness across increasingly vulnerable samples. Self and Identity, 21(2), 223–243. doi: 10.1080/15298868.2021.1884592
Kementerian Pendidikan dan Kebudayaan. Direktorat Jenderal Guru dan Tenaga Kependidikan. (2020). Peraturan Direktur Jenderal Guru dan Tenaga Kependidikan Kementerian Pendidikan dan Kebudayaan Nomor 3928/B/HK/2020. Indonesia.
Kotera, Y. (2021). Predicting self-compassion in UK nursing students: Relationships with resilience, engagement, motivation, and mental wellbeing. Nurse Education in Practice, 51. doi: 10.1016/j.nepr.2021.102989
Kotera, Y., Aledeh, M., Barnes, K., Rushforth, A., Adam, H., & Riswani, R. (2022). Academic motivation of Indonesian university students: Relationship with self-compassion and resilience. Healthcare (Switzerland), 10(10). doi: 10.3390/healthcare10102092
Kotera, Y., Cockerill, V., Chircop, J., Kaluzeviciute, G., & Dyson, S. (2021). Predicting self-compassion in UK nursing students: Relationships with resilience, engagement, motivation, and mental wellbeing. Nurse Education in Practice, 51, 102989. doi: 10.1016/j.nepr.2021.102989
Kotera, Y., Maybury, S., Liu, G., Colman, R., Lieu, J., & Dosedlová, J. (2022). Mental well-being of Czech university students: Academic motivation, self-compassion, and self-criticism. Healthcare (Switzerland), 10(11), 1–12. doi: 10.3390/healthcare10112135
Kotera, Y., Taylor, E., Fido, D., Williams, D., & Tsuda-McCaie, F. (2023). Motivation of UK graduate students in education: Self-compassion moderates pathway from extrinsic motivation to intrinsic motivation. Current Psychology, 42(12), 10163–1076. doi: 10.1007/s12144-021-02301-6
Kotera, Y., Tsuda-McCaie, F., Edwards, A.-M., Bhandari, D., & Maughan, G. (2021). Self-compassion in Irish social work students: Relationships between resilience, engagement and motivation. International Journal of Environmental Research and Public Health, 18(15), 8187. doi: 10.3390/ijerph18158187
Leary, M. R., Tate, E. B., Adams, C. E., Allen, A. B., & Hancock, J. (2007). Self-compassion and reactions to unpleasant self-relevant events: The implications of treating oneself kindly. Journal of Personality and Social Psychology, 92(5), 887–904. doi: 10.1037/0022-3514.92.5.887
Lin, S.-H., & Huang, Y.-C. (2013). Life stress and academic burnout. Active Learning in Higher Education, 15, 77–90. doi: 10.1177/1469787413514651
Martin, R. D., & Kennett, D. J. (2018). To be kind or not to be kind: The moderating role of self-compassion in the relationship between general resourcefulness and academic self-regulation. The Journal of Social Psychology, 158(5), 626–638. doi: 10.1080/00224545.2017.1407286
Muttaqin, D., Yunanto, T. A. R., Fitria, A. Z. N., Ramadhanty, A. M., & Lempang, G. F. (2020). Properti psikometri Self-Compassion Scale versi Indonesia: Struktur faktor, reliabilitas, dan validitas kriteria. Persona: Jurnal Psikologi Indonesia, 9(2), 189–208. doi: 10.30996/persona.v9i2.3944
Natalya, L. (2018). Validation of Academic Motivation Scale: Short Indonesian language version. ANIMA Indonesian Psychological Journal, 34(1), 43–53. doi: 10.24123/aipj.v34i1.2025
Neff, K. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2, 85–101. doi: 10.1080/15298860390129863
Neff, K. D., & Dahm, K. A. (2015). Self-compassion: What it is, what it does, and how it relates to mindfulness. In Handbook of Mindfulness and Self-Regulation (pp. 121–137). New York, NY: Springer.
Neff, K. D., & McGehee, P. (2010). Self-compassion and psychological resilience among adolescents and young adults. Self and Identity. doi: 10.1080/15298860902979307
Neff, K. D., & Vonk, R. (2009). Self‐compassion versus global self‐esteem: Two different ways of relating to oneself. Journal of Personality. doi: 10.1111/j.1467-6494.2008.00537.x
Neff, K. D., Kirkpatrick, K. L., & Rude, S. S. (2007). Self-compassion and adaptive psychological functioning. Journal of Research in Personality.
Neff, K. D., Tóth-Király, I., Yarnell, L. M., & ... (2019). Examining the factor structure of the Self-Compassion Scale in 20 diverse samples: Support for use of a total score and six subscale scores. Psychological ….
Pepin-Vogt, N. (2016). The association between self-compassion and self-control with stress and affect as moderating and mediating variables.
Rachmawati, I., Multisari, W., Triyono, T., Simon, I. M., & Da Costa, A. (2021). Prevalence of academic resilience of social science students in facing the Industry 5.0 era. International Journal of Evaluation and Research in Education (IJERE), 10(2), 676. doi: 10.11591/ijere.v10i2.21175
Safitri, R., Alnedral, Gusril, Wahyuri, A. S., & Ockta, Y. (2024). The impacts of the project-based learning and problem-based learning models with self-confidence on students’ learning outcomes. Indonesian Research Journal in Education (IRJE), 8(1), 269–283. doi: 10.22437/irje.v8i1.31480
Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785–1799. doi: 10.4236/ce.2016.713182
Southwick, S. M., Bonanno, G. A., Masten, A. S., Panter-Brick, C., & Yehuda, R. (2014). Resilience definitions, theory, and challenges: Interdisciplinary perspectives. European Journal of Psychotraumatology, 5(1). doi: 10.3402/ejpt.v5.25338
Trompetter, H. R., de Kleine, E., & Bohlmeijer, E. T. (2017). Why does positive mental health buffer against psychopathology? An exploratory study on self-compassion as a resilience mechanism and adaptive emotion regulation strategy. Cognitive Therapy and Research, 41(3), 459–468. doi: 10.1007/s10608-016-9774-0
Vallerand, R. J., O’Connor, B. P., & Hamel, M. (1995). Motivation in later life: Theory and assessment. International Journal of Aging and Human Development, 41(3), 221–238. doi: 10.2190/YLFM-DGUE-HRL2-VWLG
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017. doi: 10.1177/0013164492052004025
Wald, J., Taylor, S., Asmundson, G., Jang, K., & Stapleton, J. (2006). Literature review of concepts: Psychological resiliency.
Welp, L. R., & Brown, C. M. (2014). Self-compassion, empathy, and helping intentions. The Journal of Positive Psychology, 9(1), 54–65. doi: 10.1080/17439760.2013.831465
Authors
Apsari, D. A., Atmoko, A., Farida, I. A., Eva, N., Da Costa, A., & Fuadiyah, A. (2024). Exploring the Impact of Self-Control, Motivation, and Resilience on Students’ Self-Compassion. Jurnal Kajian Bimbingan Dan Konseling, 9(3), 217–226. https://doi.org/10.17977/um001v9i32024p217-226
Copyright (c) 2025 Diani Akmalia Apsari, Adi Atmoko, Ika Andrini Farida, Nur Eva, Augusto Da Costa, Aidah Fuadiyah
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