Self-criticism unveiled: Its interplay with burnout and self-compassion in higher education students' study achievement

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-04-05 DOI:10.1016/j.lindif.2025.102692

Telle Hailikari, Merly Kosenkranius, Sara Rönkkönen, Viivi Virtanen

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引用次数: 0

Abstract

Burnout among higher education students and its impact on academic achievement has been the focus of extensive research lately. However, there is little known about the relationship between study-related burnout and self-compassion and how they together relate to academic achievement. The aim of the present study was to explore the individual combinations of study-related burnout and the dimensions of self-compassion (self-compassion and self-criticism) and how they are related to academic achievement. The self-report data was gathered from 782 students from the university of applied sciences and analysed using quantitative methods. The results revealed three profiles: 1) Average students with elevated self-criticism (n = 229), 2) Self-critical students with higher burnout risk (n = 149), and 3) Self-compassionate students with lower burnout risk (n = 404). These profiles were differently related to academic achievement. The results imply the important role of self-criticism when considering student well-being. The implications of the findings are discussed.

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).