The Mediating Role of School Satisfaction in the Relationship between Self-Compassion and Attitudes toward Violence in Adolescents
Abstract
Positive psychology approach criticises the problem-oriented attitude of traditional approaches and suggests focusing on the aspects of individuals that can be improved. In this context, the aim of this study is to examine the mechanisms that can help prevent violent behaviour, which is often seen as an important problem in adolescence. Specifically, the study investigates the mediating role of school satisfaction in the relationship between adolescents' attitudes towards violence and self-compassion levels. After obtaining the necessary ethics committee approval and the permission of the Ministry of National Education, schools were contacted through school counsellors. 310 high school students participated in the study (Male = 59, 19%; Female = 251, 81%). ‘Self-Compassion Scale - Short Form’, ‘Adolescents' Short School Subjective Well-Being Scale’ and ‘Adolescents' Attitudes Towards Violence Scale’ were used as data collection tools. Correlations between variables were calculated using Pearson Product Moment Correlation Analysis. Predictive relationships between variables were examined by regression analyses. In mediation analysis, bootstrap method was applied with 5000 samples and 95% confidence interval. The results of the analyses showed that the related variables were significantly related to each other and adolescents' self-compassion levels significantly predicted their attitudes towards violence. In addition, it was found that adolescents' self-compassion levels significantly predicted their school satisfaction and school satisfaction significantly predicted their violent tendencies. Finally, it was found that school satisfaction played a mediating role in the relationship between self-compassion and attitudes towards violence
Keywords
self-compassion , school satisfaction , attitudes of violence
References
- Zhang, T., & Wang, Z. (2020). The Effects of family functioning and psychological suzhi between school climate and problem behaviors. Frontiers in Psychology, 11, 212. https://doi.org/10.3389/fpsyg.2020.00212