Relationship between Sense of Coherence, Self-Compassion and Academic Well-being: the Mediating role of Emotional Self-awareness

Abstract The purpose of this study was to determine the role of mediator of emotional self-awareness in the relationship between sense of coherence and self-compassion with academic well-being in students. The present study was correlational. Using a multi-stage random sampling, 350 students were selected among undergraduate students of Tabriz University of Medical Sciences. The participants completed the questionnaires of sense of coherence by Antonovsky, self-compassion by Neff, emotional self-awareness by Grant et al, academic burnout inventory by Salmela-Aro et al, and schoolwork engagement inventory by Salmela-Aro & Upadya. In order to test the direct and indirect effects model, structural equation modeling was used. The findings indicated that the data fit the model well. The direct effect of sense of coherence and emotional self-awareness on academic well-being was significant. But the direct effect of self-compassion on academic well-being wasn't significant. Also the direct effect of sense of coherence and self-compassion on emotional self-awareness was significant. Indirect effect of sense of coherence and self-compassion with mediating role of emotional self-awareness on academic well-being was significant.  findings of the study showed that  sense of coherence and emotional self-awareness could significantly predict academic well-being. Consequntly , it can be concluded that emotional self-awareness had a mediating role between sense of coherence and self-compassion with well-being.