A mixed methods exploration of the interrelationships among self-compassion, stress management, psychological capital, and life satisfaction in Chinese university students
IntroductionThis study explored the interrelationships between self-compassion, stress management, psychological capital (PsyCap), and life satisfaction among Chinese university students.MethodsA mixed-methods approach was employed. The quantitative phase involved 478 students from six universities,...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2025-06-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1510987/full |
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| Summary: | IntroductionThis study explored the interrelationships between self-compassion, stress management, psychological capital (PsyCap), and life satisfaction among Chinese university students.MethodsA mixed-methods approach was employed. The quantitative phase involved 478 students from six universities, with data analyzed using Structural Equation Modeling (SEM) to test hypothesized direct and indirect relationships among the variables. The qualitative phase included semi-structured interviews with a subsample of 30 participants.ResultsSEM results indicated that self-compassion and stress management positively influenced life satisfaction, both directly and indirectly, with PsyCap (comprising resilience, optimism, and self-efficacy) acting as a key mediator. PsyCap was strongly associated with higher life satisfaction. Multi-group SEM analyses showed no significant gender differences in the relationships among the variables. Qualitative findings offered deeper insights into students’ experiences, highlighting challenges in balancing self-compassion with cultural and academic pressures, and confirmed PsyCap’s role as a protective factor.DiscussionThe findings emphasize the importance of promoting self-compassion, adaptive stress management strategies, and psychological capital to enhance the well-being of university students, particularly in high-stress academic environments. |
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| ISSN: | 1664-1078 |