Effectiveness of Cognitive Self-Compassion Training on Improving Self-Determination Needs, and Academic Procrastination and Resiliency among the Depressed Female Students in a Military Residential Complex

The aim of this study was to determine the effectiveness of cognitive self-compassion interventions on improving self-determination needs (autonomy, competence and perceived communication) and academic procrastination and resiliency among the depressed female students in a military residential complex.

The design of the study was quasi-experimental with pretest, posttest and experimental and control groups. The sample included 40 female students selected from among the depressed female students (first and second high school) in a military residential complex and assigned into an experimental and a control group. Then the experimental group received eight 90-minute sessions of cognitive self-compassion training while the control group received no training. The research instruments were the Sorybo et al. Self-Determination Needs Scale (2009), the Kakici Academic Procrastination Scale (2003) and the Samuel Academic Resiliency Questionnaire (2004). To analyze the data, the SPSS software and analysis of covariance were used.

The results showed significant differences between the two groups.

It can be concluded that cognitive self-compassion interventions improve self-determination needs (autonomy, competence and perceived communication) and academic procrastination and resiliency among depressed female students.