Facebook Addiction and High School Students' Sleep Quality: The Serial Mediation of Procrastination and Life Satisfaction and the Moderation of Self-Compassion.

A growing body of research has indicated that Facebook addiction is a salient risk factor for sleep quality among high school students. This study examined whether procrastination and life satisfaction serially mediate the relationship between Facebook addiction and sleep quality and whether this mediating process is moderated by self-compassion. This research uses quantitative research approach to examine Facebook addiction, procrastination, life satisfaction, sleep quality, and self-compassion, in the sample of 280 Vietnamese high school students (Mage = 16.75 years, SD = .0825). Facebook addiction was not significantly associated with sleep quality among high school students. The serial mediator role of procrastination and life satisfaction on the pathway from Facebook addiction to sleep quality was not significant. Moderated mediation analysis further revealed that self-compassion moderated the association between Facebook addiction and high school students' sleep quality. These findings elucidate the role of Facebook addiction, procrastination, and self-compassion in high school students' sleep quality. Furthermore, they suggest that self-compassion intervention programs may be promising to reduce procrastination, Facebook addiction, as well as to enhance sleep quality and life satisfaction for high school students.

The Role of Self-Compassion on Psychological Well-Being and Life Satisfaction of Vietnamese Undergraduate Students During the COVID-19 Pandemic: Hope as a Mediator.

The simultaneous occurrence of the COVID-19 pandemic and the transition to adulthood have posed particular obstacles to university students' mental health. However, it remains unclear whether hope promotes mental health in the relationship between self-compassion, psychological well-being, and life satisfaction. Therefore, this study investigated the role of hope as a mediator in the relationship between self-compassion, psychological well-being, and life satisfaction among Vietnamese undergraduate students in the context of the COVID-19 pandemic. Participants consisted of 484 students (aged 18-24) from several universities in Vietnam. To measure the four variables in the research model, we opted for the Self-Compassion Scale, the State Hope Scale, the World Health Organization 5-item Well-Being Index, and the Satisfaction With Life Scale. The results showed that (1) self-compassion was significantly positively correlated with psychological well-being, (2) self-compassion was not correlated with life satisfaction, (3) hope was a mediator of the relationship between self-compassion and psychological well-being, and (4) hope was a mediator of the relationship between self-compassion and life satisfaction. These findings suggest interventions on self-compassion to enhance hope and subsequently increase students' mental health, which offers colleges, psychologists, and psychiatrists a guideline to cope with harmful psychological implications during the COVID-19 pandemic.

Mediating Effects of Self-Esteem on the Relationship Between Self-Compassion and Empathy Among Vietnamese University Students.

Empathy is a critical element of subjective well-being and an important personality trait among undergraduate students. To improve empathy among undergraduate students, the current study examined the relationship between self-compassion and empathy and the mediating role of self-esteem in this relationship. Participants were six hundred and twenty-two (320 males and 302 females) students from five Vietnamese universities, aged 18-21 years (M age = 19.5; SD age = 0.95 years), who completed the self-compassion scale (SCS), empathy scale in adults (BES-A), and self-esteem scale of Toulouse (ETES). The results indicated that (1) self-compassion was positively associated with empathy; (2) self-esteem mediated the relationship between the two variables. Therefore, enhancing undergraduate students' self-compassion may be an effective way to improve their empathy. However, additional studies are required to elucidate the role of self-compassion in the educational context.

Self-compassion, Mindfulness, Stress, and Self-esteem Among Vietnamese University Students: Psychological Well-being and Positive Emotion as Mediators.

Objectives: Theory and prior research suggest that improving self-esteem is a promising way to improve students' academic performance and mental health. This study empirically examines the mediating effect of psychological well-being and positive emotion in the relationships between self-compassion, mindfulness, stress, and self-esteem. Methods: An explanatory sequential mixed-method design was employed. Quantitative data collected through a two-wave survey from 654 Vietnamese students were analyzed to test the hypotheses using SPSS 22.0 and AMOS 24.0. Data from 19 in-depth interviews were used to explain the quantitative findings and explore students' experiences in practicing mindfulness and self-compassion. Results: Findings revealed that psychological well-being and positive emotion fully mediated the relationships between self-compassion, mindfulness, stress, and self-esteem. Conclusions: Results of this study highlight the importance of psychological well-being and positive emotion in the self-compassion, mindfulness, stress, and self-esteem relationship, as well as explain a possible process by which factors help university students achieve and sustain a sense of high self-esteem. Ultimately, this study has identified several potential targets for intervention strategies in mental health, such as mindfulness and self-compassion among university students.

Could mindfulness diminish mental health disorders? The serial mediating role of self-compassion and psychological well-being.

The COVID-19 pandemic clearly has various detrimental psychological effects on people's mental health, emphasizing the importance of mindfulness in overcoming such repercussions. This is in line with the growing number of studies that have been conducted to assess the effects of mindfulness in diverse settings. However, the role of mindfulness in reducing mental health issues among university students has received little attention. Therefore, the current work seeks to investigate how mindfulness could reduce the anxiety, depression, and stress of university students and how self-compassion and psychological well-being could mediate the links between mindfulness and these mental health disorders. To that end, an explanatory sequential mixed-method design was adopted. Quantitative data collected, through a two-wave survey, from 560 Vietnamese students having an average age of 18.7 years were used to test the hypotheses. To measure the six variables in the research models, we opted for the Five Facet Mindfulness Questionnaire (FFMQ), Self-Compassion Scale (SCS-26), Depression Anxiety Stress Scale (DASS-21-7 items for each subscale), and World Health Organization-Five Well-Being Index (WHO-5). Additionally, qualitative data from 19 in-depth interviews were utilized to explain the quantitative findings and explore students' experiences in practicing mindfulness and self-compassion to decrease stress, depression, and anxiety. The results elucidated that self-compassion and psychological well-being serially mediated the relationships between mindfulness (as a predictor) and anxiety, stress, and depression (as outcome variables). The findings demonstrated the key role of mindfulness in increasing students' self-compassion and psychological well-being as well as reducing anxiety, depression, and stress. This research holds substantial contributions by providing universities and psychotherapists with recommendations to deal with negative psychological consequences caused by COVID-19.