Compassionate Values as a Resource During the Transition to College: Quiet Ego, Compassionate Goals, and Self-Compassion
Author(s): Wayment, H. A., West, T. N., & Craddock, E. B.
Citation: Wayment, H. A., West, T. N., & Craddock, E. B. (2016). Compassionate Values as a Resource During the Transition to College: Quiet Ego, Compassionate Goals, and Self-Compassion. Journal of The First-Year Experience & Students in Transition, 28(2), 93-114.
Abstract
This study examined the unique contributions of compassion-related values and skills on stress and life satisfaction in two samples of first-year college students. Quiet ego, a measure of a compassionate self-identity, was associated with using relatively more compassionate interpersonal goals relative to self-image goals. Self-compassion and, to a lesser extent, self-control showed similar patterns of relative goal use. We tested a path model of hypothesized relationships in Sample 1 and confirmed the model in Sample 2. Quiet ego characteristics were associated with greater life satisfaction. Furthermore, these relationships were at least partially mediated by the relationships between self-compassion, self-control, and perceived stress. Discussion focuses on the potential importance of student-focused interventions that cultivate compassionate goals and a compassionate self-identity as a resource during the transition to college.
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