The Mediating Role of Self-Compassion and Cognitive Flexibility in the Relationship Between Differentiation of Self and Subjective Well-Being *

Headnote

Abstract

In this study, the mediating role of self-compassion and cognitive flexibility in the relationship between differentiation of self and subjective well-being was investigated. A total of 587 university students participated in the study. Participants completed the Differentiation of Self Scale, Self-Compassion Scale, Cognitive Flexibility Inventory, Positive and Negative Emotion Scale, and Life Satisfaction Scale. The role of self-compassion and cognitive flexibility in explaining the relationship between differentiation of self and subjective well-being was examined using path analysis. Research findings showed that self-compassion and cognitive flexibility play a full mediating role in the relationship between differentiation of self and subjective well-being. The findings were discussed in the light of the literature and recommendations were presented.

Keywords:

Differentiation of Self, Self-Compassion, Cognitive Flexibilitiy, Subjective Well-Being.

Öz

Bu çalışmada, benliǧin ayrımlaşması ile öznel iyi oluş arasındaki ilişkide öz-anlayış ve bilişsel esnekliǧin aracılık rolü incelenmiştir. Araştırmaya toplam 587 üniversite öǧrencisi katılmıştır. Katılımcılar, Benliǧin Ayrımlaşması Ölçeǧi, Öz-Anlayış Ölçeǧi, Bilişsel Esneklik Envanteri, Pozitif ve Negatif Duygu Ölçeǧi, Yaşam Doyumu Ölçeǧi'ni doldurmuştur. Benliǧin ayrımlaşması ile öznel iyi oluş arasındaki ilişkiyi açıklamada öz-anlayış ve bilişsel esnekliǧin rolü yol analizi kullanılarak incelenmiştir. Araştırma bulguları benliǧin ayrımlaşması ve öznel iyi oluş arasındaki ilişkide öz-anlayış ve bilişsel esnekliǧin tam aracılık rolü olduǧunu göstermiştir. Bulguları literatür ışıǧında tartışılmış ve öneriler sunulmuştur.

Anahtar Kelimeler:

Benliǧin Ayrımlaşması, Öz-Anlayış, Bilişsel Esneklik, Öznel İyi Oluş.

Introduction

University life is a very important period for students in terms of developmental tasks and sources of stress (Özbay et al., 2012). The need to move away from home, form new relationships and groups, deal with different learning methods, and expect increased autonomy in life and work are among the potential stressors faced by university students who have important academic, social, and professional problems (Clear et al., 2011; Gizir, 2005). In this process, students are often forced to move away from their family and culture physically and psychologically and face personal, economic, social, and academic difficulties (Zhou & Yu, 2006). The research results of Ikiz and Otlu (2015) showed that the vast majority of university students feel lonely, have disagreements within the group they are in, and have complaints such as sleep and eating disorders. In another study, it was found that first-year mental health status and first-year adjustment problems, including factors such...