التراحم الذاتي و الدعم النفسي كمتغيرات وسيطة في العلاقة بين ضغوط التوقعات الأكاديمية و الرفاهية العقلية لدى طلبة المرحلة الثانوية

الملخص EN

The present study aimed to explore the effects of academic expectation stress on the mental well-being and academic performance of high school students and the role of the self-compassion and the psychological support as mediating variables.

The research was conducted on a sample of (230) male and female students, who were asked to answer the academic expectation stresses Scale (Ang & Huan, 2006), the self-compassion Scale (Neff, 2003a), the psychological support scale, and the mental well-being Scale (Tennant et al., 2007).

The results of the study revealed that: Parents and teachers' expectations and subjective expectations affected mental well-being with a standard effect size of 0.225 and 0.227.

Moreover, optimism, hope, and self-efficacy affected mental well-being.

As well as, self compassion affected mental well-being with a standard effect size of 0.222.

Inside, the effect of age on mental well-being with a standard effect size of - 0.133.

In light of the results of the study, the study concluded that the self-compassion and psychological support variables had a mediating role in reducing the impact of academic expectation stress on mental well-being.