Martin, Rebecca Danielle

Past research suggests that students who are more academically resourceful tend to attain higher grades and feel more socially and academically adjusted at university. These same studies also show that students' general resourcefulness and academic self-efficacy are strong, positive and direct predictors of their academic resourcefulness. My thesis expands upon this line of research by investigating the six dimensions of self-compassion (i.e., self-kindness, common humanity, mindfulness, self-criticism, isolation, over-identification) within the framework of the academic self-control model. In Study 1, a mixed methods approach was used, whereby after completing a measure on general learned resourcefulness, 20 students were interviewed to describe in detail their experiences with academic success and failure. Across the continuum of resourcefulness, interviews were analyzed for usage of self-compassion, academic resourcefulness, and explanatory style. Four themes emerged illustrating, compared to the highly resourceful students, the less resourceful students demonstrated fewer instances of academically resourceful behaviour, believed academic successes should require little effort, focused on the product of getting a high grade versus the process, and were less socially adjusted and mindful, and more isolated, ruminative, and overly self-critical when describing academic disappointments. Study 2 employed a correlational design to examine the relationships between the dimensions of self-compassion and the variables of the academic self-control model, with a sample of 196 students. As expected, the six dimensions of self-compassion were more strongly related to general resourcefulness than academic resourcefulness, with mindfulness and common humanity being unique predictors of the former variable. The contribution of the six dimensions to academic resourcefulness was shared with general resourcefulness and academic self-efficacy. The bivariate relationships between the dimensions of self-compassion and students' grades were largely non-significant. Two dimensions uniquely predicted students' adjustment to university – isolation and common humanity – alongside general and academic resourcefulness. In summary, the dimensions of self-compassion uniquely related to the more general measures of the model. Future research should explore the usefulness of an academic-specific measure of self-compassion in the prediction of academic resourcefulness, explanatory style, and grades. Whether including training on how to be more self-compassionate, in conjunction with teaching resourcefulness strategies, is beneficial for students is discussed.

Author Keywords: academic resourcefulness, adjustment, explanatory style, general learned resourcefulness, self-compassion, self-efficacy