The effectiveness of compassion-based intervention on self-criticism and depressive in Remaining applicant from the entrance exam

Considering that failure in national exams has several psychological-emotional consequences for students, the aim of the present study was to investigate the effectiveness of compassion-based intervention on self-criticism and depressive in remaining applicants from the entrance exam.

The present study was a semi-experimental pre-test post-test with control group. The statistical population of this study was all the students who remained from the entrance exam in 2019 year and participated in the preparatory classes for the entrance exam in Khodabandeh city, of which 40 people (which 20 for the intervention group and 20 for the control group) using Available sampling method was selected and randomly assigned to the intervention and control groups. After performing the pre-test on both groups, the experimental intervention was performed in 8 sessions of 90 minutes, one session per week, and after the treatment program, the post-test was performed. The data of this study were collected using the self-criticism questionnaire of Gilbert et al. (2004) and the Beck Depression Questionnaire (1961).The data of the present study were analyzed using analysis of covariance in SPSS 21

The results showed that after the compassion-based intervention, there was a significant difference in the mean scores of self- criticism and depressive in the intervention group compared to the control group.

According to the findings of the present study, it can be concluded that self-taught education to students who failed in the entrance exam can prevent depressive in these students by reducing their self-criticism.