College Students’ Self–compassion And Achievement Goals

Self–compassion means that individuals can experience to own kindness and tolerance, objectively perceive their suffering as well as the disadvantages of their own, believe that everyone will have similar experience. Self–compassion is a positive and healthy self–concept, can make individuals avoid self–centered and narcissistic tendencies. Studies have shown that self–compassion is related to positive cognition, emotion, and behavior. On the basis of related studies results at home and abroad for reference, the researcher conducted two studies. In first study, the researcher revised the Self–compassion Scale, then brought the achievement goals variable in this study, and analysed the reliability and validity of achievement goals scale, thus to specifically measure the general situation of Chinese college students’ self–compassion and achievement goals. In second study, the researcher systematically analysed the general situation of college students’ self–compassion, achievement goals, and the relationship between them. These studies mainly adopted questionnaire method, and selected 1607 college students in two colleges in a certain city in Jiangsu province as subjects, got the following conclusions:1. The revised self–compassion scale contained self tolerance subscale and loneliness subscale. Internal consistency reliabilities of two subscales and total scale were 0.869, 0.821, 0.859. Confirmatory factor analysis and correlation analysis showed that scale had good structure validity. So, the revised self–compassion scale can effectively measure the general situation of college students’ self–compassion. Internal consistency reliabilities of three subscales and total scale of achievement goals were 0.802, 0.808, 0.736, 0.848. Confirmatory factor analysis and correlation analysis showed that scale had good structure validity. So, achievement goals scale can effectively measure the general situation of college students’ achievement goals.2. Using the revised self–compassion scale to measure college students and found that the averege scores of two subscales and total scale of college students’ self–compassion were higher than theoretical medians. There were significant grade differences, had held the post of student cadre and hadn’t served as student cadres differences, had employment intention and hadn’t employment intention differences about college students’ self–compassion. School differences, gender differences, major differences and so on about college students’ self–compassion were not significant.3. Using achievement goals scale to measure college students and found that the averege scores of three types of college students’ achievement goals were higher than theoretical medians. There were significant grade differences, major differences, native place differences, had held the post of student cadre and hadn’t served as student cadres differences and planned to get the highest record of formal schooling differences about college students’ achievement goals. School differences, gender differences, only child and non–only child differences about college students’ achievement goals were not significant.4. The relationships between self–compassion and achievement goals of college students were that self–compassion and mastery goal had significantly positive correlation, self–compassion and performance–avoidance goal had significantly negative correlation. College students’ self–compassion respectively had positive, negative influence to master goal, performance–avoidance goal. Finally discussed the relationships of college students’ self–compassion and achievement goals.