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Ghadampour, E., Yusofvand, M., Sadeghi, M., imani, F. (2019). Effectiveness of Cognitive Self-Compassion Training on Improving Self-Determination Needs, and Academic Procrastination and Resiliency among the Depressed Female Students in a Military Residential Complex. Electronic and Cyber Defense, 10(38), 29-44.
ezzatollah Ghadampour; mahdi Yusofvand; masoud Sadeghi; fatemeh imani. "Effectiveness of Cognitive Self-Compassion Training on Improving Self-Determination Needs, and Academic Procrastination and Resiliency among the Depressed Female Students in a Military Residential Complex". Electronic and Cyber Defense, 10, 38, 2019, 29-44.
Ghadampour, E., Yusofvand, M., Sadeghi, M., imani, F. (2019). 'Effectiveness of Cognitive Self-Compassion Training on Improving Self-Determination Needs, and Academic Procrastination and Resiliency among the Depressed Female Students in a Military Residential Complex', Electronic and Cyber Defense, 10(38), pp. 29-44.
Ghadampour, E., Yusofvand, M., Sadeghi, M., imani, F. Effectiveness of Cognitive Self-Compassion Training on Improving Self-Determination Needs, and Academic Procrastination and Resiliency among the Depressed Female Students in a Military Residential Complex. Electronic and Cyber Defense, 2019; 10(38): 29-44.

Effectiveness of Cognitive Self-Compassion Training on Improving Self-Determination Needs, and Academic Procrastination and Resiliency among the Depressed Female Students in a Military Residential Complex

روانشناسی نظامی
Article 3, Volume 10, Issue 38, October 2019, Pages 29-44    PDF (919.59 K)
Document Type: Original Article
Authors
ezzatollah Ghadampour1; mahdi Yusofvand* 2; masoud Sadeghi3; fatemeh imani4
1Associate Professor of Educational Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran
2Corresponding Author: PhD in Educational Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran E-mail: bberaka@yahoo.com
3Assistant Professor of Family Counseling, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran
4M.Sc in General Psychology, Lorestan University, Khorramabad, Iran
Receive Date: 30 May 2017,  Accept Date: 20 May 2018 
Abstract
Introduction: The aim of this study was to determine the effectiveness of cognitive self-compassion interventions on improving self-determination needs (autonomy, competence and perceived communication) and academic procrastination and resiliency among the depressed female students in a military residential complex.
Method: The design of the study was quasi-experimental with pretest, posttest and experimental and control groups. The sample included 40 female students selected from among the depressed female students (first and second high school) in a military residential complex and assigned into an experimental and a control group. Then the experimental group received eight 90-minute sessions of cognitive self-compassion training while the control group received no training. The research instruments were the Sorybo et al. Self-Determination Needs Scale (2009), the Kakici Academic Procrastination Scale (2003) and the Samuel Academic Resiliency Questionnaire (2004). To analyze the data, the SPSS software and analysis of covariance were used.
Results: The results showed significant differences between the two groups.
Discussion: It can be concluded that cognitive self-compassion interventions improve self-determination needs (autonomy, competence and perceived communication) and academic procrastination and resiliency among depressed female students.
Keywords
depression; academic resiliency; academic procrastination; cognitive compassion; self-determination requirements
References

Anghel, R. E. (2015). Psychological and educational resilience in high vs. low-risk romanian adolescents. Procedia-Social and Behavioral Sciences, 203, 153-157.

Anyan, F., & Hjemdal, O. (2016). Adolescent stress and symptoms of anxiety and depression: Resilience explains and differentiates the relationships. Journal of affective disorders, 203, 213-220.

Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741-752.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-Determination Theory.

Diedrich, A., Grant, M., Hofmann, S. G., Hiller, W., & Berking, M. (2014). Self-compassion as an emotion regulation strategy in major depressive disorder. Behaviour research and therapy, 58, 43-51.

Esteban, M. P. S., & Martí, A. S. (2014). Beyond compulsory schooling: resilience and academic success of immigrant youth. Procedia-Social and Behavioral Sciences, 132, 19-24.

Fischer, B., Murphy, Y., Kurdyak, P., & Goldner, E. M. (2016). Depression–A major but neglected consequence contributing to the health toll from prescription opioids?. Psychiatry research, 243, 331-334.

Gagnon, J., Dionne, F., & Pychyl, T. A. (2016). Committed action: An initial study on its association to procrastination in academic settings. Journal of Contextual Behavioral Science, 5(2), 97-102.

Galla, B. M. (2016). Within-person changes in mindfulness and self-compassion predict enhanced emotional well-being in healthy, but stressed adolescents. Journal of adolescence, 49, 204-217.

Glick, D. M., Millstein, D. J., & Orsillo, S. M. (2014). A preliminary investigation of the role of psychological inflexibility in academic procrastination. Journal of Contextual Behavioral Science, 3(2), 81-88.

González-Cutre, D., Sicilia, Á., Sierra, A. C., Ferriz, R., & Hagger, M. S. (2016). Understanding the need for novelty from the perspective of self-determination theory. Personality and Individual Differences, 102, 159-169.

Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being. Learning and Individual Differences, 49, 162-170.

Hamilton, J. L., & Alloy, L. B. (2016). Atypical reactivity of heart rate variability to stress and depression across development: Systematic review of the literature and directions for future research. Clinical psychology review, 50, 67-79.

Howard, A. R. H., Parris, S., Hall, J. S., Call, C. D., Razuri, E. B., Purvis, K. B., & Cross, D. R. (2015). An examination of the relationships between professional quality of life, adverse childhood experiences, resilience, and work environment in a sample of human service providers. Children and Youth Services Review, 57, 141-148.

Hussain, I., & Sultan, S. (2010). Analysis of procrastination among university students. Procedia-Social and Behavioral Sciences, 5, 1897-1904.

Jungert, T., Piroddi, B., & Thornberg, R. (2016). Early adolescents' motivations to defend victims in school bullying and their perceptions of student–teacher relationships: A self-determination theory approach. Journal of adolescence, 53, 75-90.

Kamimura, A., Nourian, M. M., Assasnik, N., & Franchek-Roa, K. (2016). Depression and intimate partner violence among college students in Iran. Asian journal of psychiatry, 23, 51-55.

Kiamarsi, A., & Abolghasemi, A. (2014). The relationship of procrastination and self-efficacy with Psychological vulnerability in students. Procedia-Social and Behavioral Sciences, 114, 858-862.

Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26-33.

Kimbrel, N. A., Meyer, E. C., DeBeer, B. B., Gulliver, S. B., & Morissette, S. B. (2016). A 12-month prospective study of the effects of PTSD-depression comorbidity on suicidal behavior in Iraq/Afghanistan-era veterans. Psychiatry research, 243, 97-99.

Krieger, T., Berger, T., & Grosse Holtforth, M. (2016). The relationship of self-compassion and depression: Cross-lagged panel analyses in depressed patients after outpatient therapy. Journal of affective disorders, 202, 39-45.

Lackner, R. J., & Fresco, D. M. (2016). Interaction effect of brooding rumination and interoceptive awareness on depression and anxiety symptoms. Behaviour research and therapy, 85, 43-52.

Lutz, A., Greischar, L. L., Perlman, D. M., & Davidson, R. J. (2009). BOLD signal in insula is differentially related to cardiac function during compassion meditation in experts vs. novices. Neuroimage, 47(3), 1038-1046.

Mahati, K., Bhagya, V., Christofer, T., Sneha, A., & Rao, B. S. (2016). Enriched environment ameliorates depression-induced cognitive deficits and restores abnormal hippocampal synaptic plasticity. Neurobiology of learning and memory, 134, 379-391.

Manavipour, D., & Saeedian, Y. (2016). The role of self-compassion and control belief about learning in university students' self-efficacy. Journal of Contextual Behavioral Science, 5(2), 121-126.

Milyavskaya, M., & Koestner, R. (2011). Psychological needs, motivation, and well-being: A test of self-determination theory across multiple domains. Personality and Individual Differences, 50(3), 387-391.

Mojs, E., Bartkowska, W., Kaczmarek, Ł., Ziarko, M., Bujacz, A., & Warchoł-Biedermann, K. (2015). Psychometric properties of the Polish version of the brief version of Kutcher Adolescent Depression Scale-assessment of depression among students. Psychiatria polska, 49(1), 135-144.

Nam, B., Kim, J. Y., DeVylder, J. E., & Song, A. (2016). Family functioning, resilience, and depression among North Korean refugees. Psychiatry research, 245, 451-457.

Neff, K. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and identity, 2(2), 85-101.

Neff, K. D., Kirkpatrick, K. L., & Rude, S. S. (2007). Self-compassion and adaptive psychological functioning. Journal of research in personality, 41(1), 139-154.

Neff, K. D., Rude, S. S., & Kirkpatrick, K. L. (2007). An examination of self-compassion in relation to positive psychological functioning and personality traits. Journal of Research in Personality, 41(4), 908-916.

Ozyeil, Z., Akba, M. (2013).Self-Compass ion as a Protective Factor for Depression, Anxiety and Self-determination needs: A Research on Turkish Sample. A Pilot Study and Randomized Controlled Trial of theMindful.J Couns and Educ. 2(2):36-43.

Pace, T. W., Negi, L. T., Adame, D. D., Cole, S. P., Sivilli, T. I., Brown, T. D., ... & Raison, C. L. (2009). Effect of compassion meditation on neuroendocrine, innate immune and behavioral responses to psychosocial stress. Psychoneuroendocrinology, 34(1), 87-98.

Pala, A., Akyıldız, M., & Bağcı, C. (2011). Academic procrastination behaviour of pre-service teachers’ of Celal Bayar University. Procedia-Social and Behavioral Sciences, 29, 1418-1425.

partoazam, H., Habibpour, Z., Habibzade, H.,Safaralizadeh, F .(2009). Relationship between iron deficiency and depression among adolescents grils in Khoy. Nursing and Midwifery Journal Tabriz, 14, 52-46.

Raes, F. (2010). Rumination and worry as mediators of the relationship between self-compassion and depression and anxiety. Personality and Individual Differences, 48(6), 757-761.

Roca, J. C., & Gagné, M. (2008). Understanding e-learning continuance intention in the workplace: A self-determination theory perspective. Computers in Human Behavior, 24(4), 1585-1604.

Savari, K .(2012). Construction and Validation of academic procrastination. Journal of Educational Measurement p second year, two numbers, 113

Seidler, Z. E., Dawes, A. J., Rice, S. M., Oliffe, J. L., & Dhillon, H. M. (2016). The role of masculinity in men's help-seeking for depression: a systematic review. Clinical psychology review, 49, 106-118.

Shimotsu, S., & Horikawa, N. (2016). Self-stigma in depressive patients: Association of cognitive schemata, depression, and self-esteem. Asian journal of psychiatry, 24, 125-129.

Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of counseling psychology, 31(4), 503.

Sørebø, Ø., Halvari, H., Gulli, V. F., & Kristiansen, R. (2009). The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology. Computers & Education, 53(4), 1177-1187.

Ümmet, D. (2015). Self esteem among college students: a study of satisfaction of basic psychological needs and some variables. Procedia-Social and Behavioral Sciences, 174, 1623-1629.

Van Dam, N. T., Sheppard, S. C., Forsyth, J. P., & Earleywine, M. (2011). Self-compassion is a better predictor than mindfulness of symptom severity and quality of life in mixed anxiety and depression. Journal of anxiety disorders, 25(1), 123-130.

Vogt, D., Waeldin, S., Hellhammer, D., & Meinlschmidt, G. (2016). The role of early adversity and recent life stress in depression severity in an outpatient sample. Journal of psychiatric research, 83, 61-70.

Withers, M. C., Cooper, A., Rayburn, A. D., & McWey, L. M. (2016). Parent-adolescent relationship quality as a link in adolescent and maternal depression. Children and youth services review, 70, 309-314.

Wright, V., & Pendry, B. (2016). Compassion and its role in the clinical encounter–An argument for compassion training. Journal of Herbal Medicine, 6(4), 198-203.

Zakeri, H., Esfahani, B. N., & Razmjoee, M. (2013). Parenting styles and academic procrastination. Procedia-Social and Behavioral Sciences, 84, 57-60.

 

Zhou, X., Hetrick, S. E., Cuijpers, P., Qin, B., Barth, J., Whittington, C. J., ... & Zhang, Y. (2015). Comparative efficacy and acceptability of psychotherapies for depression in children and adolescents: A systematic review and network meta‐analysis. World Psychiatry, 14(2), 207-222.

1-    Anghel, R. E. (2015). Psychological and educational resilience in high vs. low-risk romanian adolescents. Procedia-Social and Behavioral Sciences, 203, 153-157.

2-    Anyan, F., & Hjemdal, O. (2016). Adolescent stress and symptoms of anxiety and depression: Resilience explains and differentiates the relationships. Journal of affective disorders, 203, 213-220.

3-    Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741-752.

4-    Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-Determination Theory.

5-    Diedrich, A., Grant, M., Hofmann, S. G., Hiller, W., & Berking, M. (2014). Self-compassion as an emotion regulation strategy in major depressive disorder. Behaviour research and therapy, 58, 43-51.

6-    Esteban, M. P. S., & Martí, A. S. (2014). Beyond compulsory schooling: resilience and academic success of immigrant youth. Procedia-Social and Behavioral Sciences, 132, 19-24.

7-    Fischer, B., Murphy, Y., Kurdyak, P., & Goldner, E. M. (2016). Depression–A major but neglected consequence contributing to the health toll from prescription opioids?. Psychiatry research, 243, 331-334.

8-    Gagnon, J., Dionne, F., & Pychyl, T. A. (2016). Committed action: An initial study on its association to procrastination in academic settings. Journal of Contextual Behavioral Science, 5(2), 97-102.

9-    Galla, B. M. (2016). Within-person changes in mindfulness and self-compassion predict enhanced emotional well-being in healthy, but stressed adolescents. Journal of adolescence, 49, 204-217.

10-Glick, D. M., Millstein, D. J., & Orsillo, S. M. (2014). A preliminary investigation of the role of psychological inflexibility in academic procrastination. Journal of Contextual Behavioral Science, 3(2), 81-88.

11-González-Cutre, D., Sicilia, Á., Sierra, A. C., Ferriz, R., & Hagger, M. S. (2016). Understanding the need for novelty from the perspective of self-determination theory. Personality and Individual Differences, 102, 159-169.

12-Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being. Learning and Individual Differences, 49, 162-170.

13-Hamilton, J. L., & Alloy, L. B. (2016). Atypical reactivity of heart rate variability to stress and depression across development: Systematic review of the literature and directions for future research. Clinical psychology review, 50, 67-79.

14-Howard, A. R. H., Parris, S., Hall, J. S., Call, C. D., Razuri, E. B., Purvis, K. B., & Cross, D. R. (2015). An examination of the relationships between professional quality of life, adverse childhood experiences, resilience, and work environment in a sample of human service providers. Children and Youth Services Review, 57, 141-148.

15-Hussain, I., & Sultan, S. (2010). Analysis of procrastination among university students. Procedia-Social and Behavioral Sciences, 5, 1897-1904.

16-Jungert, T., Piroddi, B., & Thornberg, R. (2016). Early adolescents' motivations to defend victims in school bullying and their perceptions of student–teacher relationships: A self-determination theory approach. Journal of adolescence, 53, 75-90.

17-Kamimura, A., Nourian, M. M., Assasnik, N., & Franchek-Roa, K. (2016). Depression and intimate partner violence among college students in Iran. Asian journal of psychiatry, 23, 51-55.

18-Kiamarsi, A., & Abolghasemi, A. (2014). The relationship of procrastination and self-efficacy with Psychological vulnerability in students. Procedia-Social and Behavioral Sciences, 114, 858-862.

19-Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26-33.

20-Kimbrel, N. A., Meyer, E. C., DeBeer, B. B., Gulliver, S. B., & Morissette, S. B. (2016). A 12-month prospective study of the effects of PTSD-depression comorbidity on suicidal behavior in Iraq/Afghanistan-era veterans. Psychiatry research, 243, 97-99.

21-Krieger, T., Berger, T., & Grosse Holtforth, M. (2016). The relationship of self-compassion and depression: Cross-lagged panel analyses in depressed patients after outpatient therapy. Journal of affective disorders, 202, 39-45.

22-Lackner, R. J., & Fresco, D. M. (2016). Interaction effect of brooding rumination and interoceptive awareness on depression and anxiety symptoms. Behaviour research and therapy, 85, 43-52.

23-Lutz, A., Greischar, L. L., Perlman, D. M., & Davidson, R. J. (2009). BOLD signal in insula is differentially related to cardiac function during compassion meditation in experts vs. novices. Neuroimage, 47(3), 1038-1046.

24-Mahati, K., Bhagya, V., Christofer, T., Sneha, A., & Rao, B. S. (2016). Enriched environment ameliorates depression-induced cognitive deficits and restores abnormal hippocampal synaptic plasticity. Neurobiology of learning and memory, 134, 379-391.

25-Manavipour, D., & Saeedian, Y. (2016). The role of self-compassion and control belief about learning in university students' self-efficacy. Journal of Contextual Behavioral Science, 5(2), 121-126.

26-Milyavskaya, M., & Koestner, R. (2011). Psychological needs, motivation, and well-being: A test of self-determination theory across multiple domains. Personality and Individual Differences, 50(3), 387-391.

27-Mojs, E., Bartkowska, W., Kaczmarek, Ł., Ziarko, M., Bujacz, A., & Warchoł-Biedermann, K. (2015). Psychometric properties of the Polish version of the brief version of Kutcher Adolescent Depression Scale-assessment of depression among students. Psychiatria polska, 49(1), 135-144.

28-Nam, B., Kim, J. Y., DeVylder, J. E., & Song, A. (2016). Family functioning, resilience, and depression among North Korean refugees. Psychiatry research, 245, 451-457.

29-Neff, K. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and identity, 2(2), 85-101.

30-Neff, K. D., Kirkpatrick, K. L., & Rude, S. S. (2007). Self-compassion and adaptive psychological functioning. Journal of research in personality, 41(1), 139-154.

31-Neff, K. D., Rude, S. S., & Kirkpatrick, K. L. (2007). An examination of self-compassion in relation to positive psychological functioning and personality traits. Journal of Research in Personality, 41(4), 908-916.

32-Ozyeil, Z., Akba, M. (2013).Self-Compass ion as a Protective Factor for Depression, Anxiety and Self-determination needs: A Research on Turkish Sample. A Pilot Study and Randomized Controlled Trial of theMindful.J Couns and Educ. 2(2):36-43.

33-Pace, T. W., Negi, L. T., Adame, D. D., Cole, S. P., Sivilli, T. I., Brown, T. D., ... & Raison, C. L. (2009). Effect of compassion meditation on neuroendocrine, innate immune and behavioral responses to psychosocial stress. Psychoneuroendocrinology, 34(1), 87-98.

34-Pala, A., Akyıldız, M., & Bağcı, C. (2011). Academic procrastination behaviour of pre-service teachers’ of Celal Bayar University. Procedia-Social and Behavioral Sciences, 29, 1418-1425.

35-partoazam, H., Habibpour, Z., Habibzade, H.,Safaralizadeh, F .(2009). Relationship between iron deficiency and depression among adolescents grils in Khoy. Nursing and Midwifery Journal Tabriz, 14, 52-46.

36-Raes, F. (2010). Rumination and worry as mediators of the relationship between self-compassion and depression and anxiety. Personality and Individual Differences, 48(6), 757-761.

37-Roca, J. C., & Gagné, M. (2008). Understanding e-learning continuance intention in the workplace: A self-determination theory perspective. Computers in Human Behavior, 24(4), 1585-1604.

38-Savari, K .(2012). Construction and Validation of academic procrastination. Journal of Educational Measurement p second year, two numbers, 113

39-Seidler, Z. E., Dawes, A. J., Rice, S. M., Oliffe, J. L., & Dhillon, H. M. (2016). The role of masculinity in men's help-seeking for depression: a systematic review. Clinical psychology review, 49, 106-118.

40-Shimotsu, S., & Horikawa, N. (2016). Self-stigma in depressive patients: Association of cognitive schemata, depression, and self-esteem. Asian journal of psychiatry, 24, 125-129.

41-Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of counseling psychology, 31(4), 503.

42-Sørebø, Ø., Halvari, H., Gulli, V. F., & Kristiansen, R. (2009). The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology. Computers & Education, 53(4), 1177-1187.

43-Ümmet, D. (2015). Self esteem among college students: a study of satisfaction of basic psychological needs and some variables. Procedia-Social and Behavioral Sciences, 174, 1623-1629.

44-Van Dam, N. T., Sheppard, S. C., Forsyth, J. P., & Earleywine, M. (2011). Self-compassion is a better predictor than mindfulness of symptom severity and quality of life in mixed anxiety and depression. Journal of anxiety disorders, 25(1), 123-130.

45-Vogt, D., Waeldin, S., Hellhammer, D., & Meinlschmidt, G. (2016). The role of early adversity and recent life stress in depression severity in an outpatient sample. Journal of psychiatric research, 83, 61-70.

46-Withers, M. C., Cooper, A., Rayburn, A. D., & McWey, L. M. (2016). Parent-adolescent relationship quality as a link in adolescent and maternal depression. Children and youth services review, 70, 309-314.

47-Wright, V., & Pendry, B. (2016). Compassion and its role in the clinical encounter–An argument for compassion training. Journal of Herbal Medicine, 6(4), 198-203.

48-Zakeri, H., Esfahani, B. N., & Razmjoee, M. (2013). Parenting styles and academic procrastination. Procedia-Social and Behavioral Sciences, 84, 57-60.

49-Zhou, X., Hetrick, S. E., Cuijpers, P., Qin, B., Barth, J., Whittington, C. J., ... & Zhang, Y. (2015). Comparative efficacy and acceptability of psychotherapies for depression in children and adolescents: A systematic review and network meta‐analysis. World Psychiatry, 14(2), 207-222.

 

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