Easing Academic Anxiety through Self-Compassion for First Year International Postsecondary Students
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Authors
Nicholson, Amber
Issue Date
2024
Type
Capstone
Language
en
Keywords
self-compassion , academic anxiety , first year students , first year student transition , acculturative stress , international students , anglosphere countries
Alternative Title
Abstract
This capstone includes a comprehensive literature review investigating the role of self-compassion (SC) in alleviating academic anxiety among international postsecondary students. The study identified two central themes: the influence of ecological systems or factors on academic anxiety and the relationship between SC and reducing academic anxiety for international students. Individual and social factors that were found to significantly impact academic anxiety included, acculturative stress, gender dynamics, cultural or ethnic identity, English language proficiency, and social connectedness. SC emerged as a critical factor in mitigating academic anxiety, promoting resilience, and enhancing academic performance. While mindful SC interventions showed promise, challenges remain in adapting and validating measures across diverse cultural contexts. Recommendations for future research include exploring the interaction between ecological systems and SC, conducting longitudinal studies on intervention effectiveness for academic anxiety, and examining the role of cultural identity in moderating SC outcomes. Integration of these findings into clinical practice highlights the potential for SC interventions to enhance support mechanisms and foster student success and well-being.