11 research outputs found
Testing the Indirect Effect of Type 1 Diabetes on Life Satisfaction Through Self-Compassion and Self-Coldness
Objectives Diabetes is a chronic disease that markedly affects the daily life of individuals and lowers subjective well-being. Selfcompassion, or treating oneself with kindness and acceptance during challenging circumstances, may improve subjective wellbeing among people with diabetes. In the current study, we explored the relationships between duration of diabetes, positive and negative components of self-compassion (i.e., self-compassion and self-coldness), and life satisfaction.
Methods The sample consisted of 112 persons with type 1 diabetes. A Self-Compassion Scale and Satisfaction with Life Scale were used.
Results A parallel multiple mediation model revealed that diabetes duration was related to lower self-coldness but not to selfcompassion. Both self-coldness and self-compassion strongly correlated with life satisfaction. Diabetes duration demonstrated a significant indirect effect on life satisfaction through self-coldness (b = 0.08, 95% CI [0.01, 0.16]), but not through selfcompassion (b = 0.00, 95% CI [â 0.06, 0.06]).
Conclusions The study suggests the need to examine the positive and negative components of the Self-Compassion Scale separately when studying well-being of persons with type 1 diabetes, as well as to prepare tailored self-compassion and selfcoldness interventions that can be adjusted for people with varying diabetes durations
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Validity, reliability, and cross-cultural comparability of a problematic overstudying scale across European, North American, and Asian countries
Problematic overstudying has been conceptualized as a potential addictive disorder and an early form of work addiction. Previous studies have shown that it is a different phenomenon from healthy learning engagement and is associated with considerable functional impairments. A valid, reliable, and convenient screening measure is warranted to provide cross-culturally comparable and generalizable findings, particularly from large epidemiological studies. The seven-item Bergen Study Addiction Scale (BStAS), based on an addiction framework, was administered alongside learning engagement and anxiety measures in a total sample of 5,884 university students from three continents and five countries: India, Norway, Poland, Portugal, and the United States. The modified five-item version of the scale showed measurement invariance across countries and between genders and allowed for meaningful cross-cultural and gender comparisons. Scores on the BStAS were positively associated with learning engagement, anxiety, and female gender across countries. Clinically significant anxiety levels occurred about 1.7 times more often among students who scored above the cutoff for study addiction. It is concluded that the five-item BStAS is a valid, reliable scale that can be used in different cultures and provides comparable and generalizable results. Future studies with the BStAS may provide greater insight into the nature of problematic overstudying