The mediating role of self-compassion in positive education for student mental health during COVID-19

Olivia L Pastore; Michelle S Fortier

doi:10.1093/heapro/daad107

The mediating role of self-compassion in positive education for student mental health during COVID-19

Health Promot Int. 2023 Oct 1;38(5):daad107. doi: 10.1093/heapro/daad107.

Authors

Olivia L Pastore^{1

2}, Michelle S Fortier¹

Affiliations

¹ Department of Human Kinetics, School of Human Kinetics, University of Ottawa, 125 University Private, Ottawa, ON K1N 1A2, Canada.
² Department of Kinesiology and Physical Education, McGill University, 475 Pine Ave W, Montreal, Quebec H2W 1S4, Canada.

PMID: 37721374
DOI: 10.1093/heapro/daad107

Abstract

In this quasi-experimental design, we tested the hypothesis that a quality of life (QOL) positive education course delivered online during COVID-19 would promote undergraduate students' mental health by improving self-compassion. A total of 104 students (69 enrolled in the QOL course and 35 in control courses) completed a questionnaire assessing mental health and self-compassion before and after completion of their courses. Two-way mixed ANCOVAs were used to analyse the effects of the positive education course on mental health and self-compassion over time. Compared to control students, QOL students' mental health and self-compassion significantly increased from baseline to endpoint. A simple mediation analysis confirmed the mediating role of self-compassion between the positive education course and enhanced mental health. This study adds to the emerging literature vis-à-vis positive education and its effects on student mental health through self-compassion.

Keywords: mediation; mental health; positive psychology; self-compassion; university; well-being.

MeSH terms

COVID-19*
Humans
Mental Health
Quality of Life*
Self-Compassion
Students