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Mental health of Irish students: Self-criticism as a complete mediator in mental health attitudes and caregiver identityMental health is a concern in the Republic of Ireland, and in particular mental health of higher education students is challenging. Further, their poor mental health may be negatively impacted by their negative mental health attitudes and caregiver identity, which can yield high self-criticism and low self-reassurance. Accordingly, this study aimed to (i) elucidate the relationships among these five constructs, and (ii) assess the impact of self-criticism and self-reassurance in the relationship (a) between mental health attitudes and mental health, and (b) between caregiver identity and mental health. One-hundred twenty-nine Irish undergraduate students completed self-report measures regarding these constructs. Correlation and path analyses were conducted. Overall all variables were related to each other, in particular family-related shame subscales were strongly related to mental health problems. In path analysis, self-criticism completely mediated the relationship between mental health attitudes and mental health, while self-reassurance did not. Likewise, self-criticism also completely mediated the relationship between caregiver identity and mental health, while self-reassurance did not. The findings suggest the importance of self-criticism to their mental health. While current literature highlights the importance of mental health attitudes such as stigma and caregiver identity such as low self-awareness, our results indicated that it was their self-criticism that predicted poor mental health. Their mental health may be more effectively improved by targeting self-criticism. Compassion training, peer-support groups, and reframing were recommended to counter self-criticism. Our findings will help educators and researchers to identify an alternative and effective means to improve mental health in Irish students.
Mental health of therapeutic students: relationships with attitudes, self-criticism, self-compassion, and caregiver identityAs mental health awareness increases, more students enrol to therapeutic subjects, aspiring to help others' mental wellbeing. While mental health of other caring students has been explored, therapeutic students' mental health has not been investigated thoroughly. This study aimed to explore relationships between mental health, mental health attitudes, self-criticism/self-reassurance, self-compassion, and caregiver identity of counselling and occupational therapy students. One hundred forty-five students, recruited through opportunity sampling, completed measures about those constructs. Correlation and regression analyses revealed that their mental health was associated with attitudes, self-criticism/self-reassurance and self-compassion. Self-criticism and internal shame were independent predictors of mental health. Findings will inform the mental health status of therapeutic students and help identify better solutions for their challenging mental health.
Mental health of UK hospitality Workers: Shame, self-criticism and self-reassuranceThis study aimed to evaluate shame for mental health problems, and explore relationships between shame, self-criticism, self-reassurance, and mental health among UK hospitality workers, because this group of workers suffer from poor mental health yet report strong shame. An opportunity sample of 114 UK hospitality workers completed measures examining shame for mental health problems, self-criticism, self-reassurance, and mental health problems. A high proportion of workers scored over the midpoint in almost all the shame subscales. Shame, self-criticism, self-reassurance, and mental health were related to one another. External shame and self-criticism were positive predictors, and self-reassurance was a negative predictor for mental health problems. While self-criticism moderated the relationship between shame and mental health problems, self-reassurance did not. Online compassion training was recommended as it can reduce self-criticism and shame, can be undertaken without colleagues knowing and tailored to specific work patterns.
Motivation of UK graduate students in education: Self-compassion moderates pathway from extrinsic motivation to intrinsic motivationAcademic motivation is recognised as a key factor for academic success and wellbeing. Highly motivated students actively engage with academic activities and maintain higher levels of wellbeing. Despite the importance of motivation in education, its relationship with engagement and wellbeing remains to be evaluated. Accordingly, this study explored the relationships between motivation, engagement, self-criticism and selfcompassion among UK education postgraduate students. Of 120 postgraduate students approached, 109 completed three self-report scales regarding those constructs. Correlation, regression and moderation analyses were performed. Intrinsic and extrinsic motivation were positively associated with engagement, whereas amotivation was negatively associated with it. Engagement positively predicted intrinsic motivation. Self-criticism and self-compassion moderated the pathway from extrinsic motivation to intrinsic motivation: higher self-criticism weakened the pathway, while higher selfcompassion strengthened it. Findings suggest the importance of engagement in relation to cultivating intrinsic motivation of education students. Moreover, enhancing selfcompassion and reducing self-criticism can help transfer extrinsic to intrinsic motivation.