This article defines the construct of self-compassion and describes the development of the Self-Compassion Scale. Self-compassion entails being kind and understanding toward oneself in instances of pain or failure rather than being harshly self-critical; perceiving one's experiences as part of the larger human experience rather than seeing them as isolating; and holding painful thoughts and feelings in mindful awareness rather than over-identifying with them. Evidence for the validity and reliability of the scale is presented in a series of studies. Results indicate that self-compassion is significantly correlated with positive mental health outcomes such as less depression and anxiety and greater life satisfaction. Evidence is also provided for the discriminant validity of the scale, including with regard to self-esteem measures.

https://self-compassion.org/wp-content/uploads/publications/empirical.article.pdf

The Development and Validation of a Scale to Measure Self-Compassion

Principles and Practice of Structural Equation Modeling (2nd ed.)

Individualism and collectivism

A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed.

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Psychological correlates of university students' academic performance: a systematic review and meta-analysis

Procrastination is a prevalent and pernicious form of self-regulatory failure that is not entirely understood. Hence, the relevant conceptual, theoretical, and empirical work is reviewed, drawing upon correlational, experimental, and qualitative findings. A meta-analysis of procrastination’s possible causes and effects, based on 691 correlations, reveals that neuroticism, rebelliousness, and sensation seeking show only a weak connection. Strong and consistent predictors of procrastination were task aversiveness, task delay, selfefficacy, and impulsiveness, as well as conscientiousness and its facets of self-control, distractibility, organization, and achievement motivation. These effects prove consistent with temporal motivation theory, an integrative hybrid of expectancy theory and hyperbolic discounting. Continued research into procrastination should not be delayed, especially because its prevalence appears to be growing.

/pdf/the-nature-of-procrastination-a-meta-analytic-and-546ofkfr8u.pdf

The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure.

This article describes the development of the Almost Perfect Scale—Revised (APS—R). Exploratory and confirmatory factor analyses and data exploring the reliability and construct validity of the sub...

The Revised Almost Perfect Scale

This study of college students (N = 464) examined the association between adaptive and maladaptive dimensions of perfectionism and 2 mental health outcomes (self-esteem and depression). Confirmatory factor analysis was used to develop and assess the measurement model used in this study. Structural equations modeling was used to test a mediational model derived from prior theory and research. Analyses supported the existence of 2 perfectionism factors. Path models revealed that adaptive perfectionism was not directly or indirectly (through self-esteem) associated with depression. Maladaptive perfectionism was negatively associated with self-esteem and positively associated with depression. Self-esteem also buffered the effects of maladaptive perfectionism on depression. Distinguishing adaptive from maladaptive perfectionism is discussed in the context of recommendations for practice and future research.

Self-esteem as a mediator between perfectionism and depression: A structural equations analysis.

Cluster analyses using the Almost Perfect Scale-Revised (APS-R; R. B. Slaney, M. Mobley, J. Trippi, J. Ashby, & D. G. Johnson, 1996) yielded 3 clusters that represented adaptive perfectionists, maladaptive perfectionists, and nonperfectionists. Maladaptive perfectionist scores were strongly correlated with self-critical depression, but not dependent depression. Adaptive perfectionist scores were correlated with higher self-esteem and greater satisfaction with grade point average (GPA). It was hypothesized that satisfaction with GPA would moderate the relationship between cluster membership and GPA, and that participant gender would moderate the relationship between cluster membership and self-esteem. Neither hypothesis was supported. A comparison of the cluster groups from this sample with those in 2 previous samples (K. G. Rice & R. B. Slaney, 2002) indicated similar scores between clusters. Clinical implications and directions for future research are discussed.

Self-Criticism, Dependency, Self-Esteem, and Grade Point Average Satisfaction Among Clusters of Perfectionists and Nonperfectionists.

A programmatic approach to measuring perfectionism: The Almost Perfect Scales.

These two studies extended research on the recently developed Almost Perfect Scale—Revised (APS—R; R. B. Slaney, M. Mobley, J. Trippi, J. S. Ashby, & D. Johnson, 1996). Cluster analyses were used t...

Robert B. Slaney

Papers

The Revised Almost Perfect Scale

Self-esteem as a mediator between perfectionism and depression: A structural equations analysis.

Self-Criticism, Dependency, Self-Esteem, and Grade Point Average Satisfaction Among Clusters of Perfectionists and Nonperfectionists.

A programmatic approach to measuring perfectionism: The Almost Perfect Scales.

Clusters of Perfectionists: Two Studies of Emotional Adjustment and Academic Achievement