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The Relationship Between Self-Compassion, Self-Efficacy, and Control Belief about Learning in Turkish University Students

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In the present study, aims were (1) to determine gender differences in self-compassion, self-efficacy, and control belief for learning and (2) to examine the relationships between self-compassion, self-efficacy, and control belief for learning. Participants were 390 university students who completed a questionnaire package that included the Self-Compassion Scale, the Self-Efficacy Scale, and the Control Belief for Learning Scale. Results showed that there were no significant gender differences in self-compassion, self-efficacy, and control belief for learning. In correlation analysis, self-kindness correlated positively with self-efficacy and control belief for learning; self-judgment had a negative correlation with self-efficacy. Awareness of common humanity had positive correlations with self-efficacy and control belief for learning, and had negative correlations with self-judgment. On the other hand, isolation was associated negatively with self-efficacy and self-kindness, and positively with self-judgment. Mindfulness related positively to self-efficacy, and control belief for learning, and it was negatively related to self-judgment and isolation. Finally, it was found that over-identification had a negative correlation with self-efficacy and self-kindness, but positive correlations with self-judgment and isolation.
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Keywords: CONTROL BELIEF FOR LEARNING; SELF-COMPASSION; SELF-EFFICACY; UNIVERSITY STUDENTS

Document Type: Research Article

Publication date: 2009-08-01

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