Academic Self- and Its Relationship with The Strategies of Academic Emotional Regulation for Students with Low Academic Achievement in Visual Impairment Program

Abstract

The purposes of this study were to identify the level of self-compassion and the most common strategies of the academic emotional regulation in the study sample of the students with low academic achievement in visual impairment program, to find the relationship between self-empathy and the strategies of academic emotional regulation, and to examine the extent contribution of Self- compassion to predict strategies of the academic emotional regulation. The sample of the study consisted of (29) students with the average age of (21,41) years and (1.30) standard deviation. The sample was selected from students with low academic achievement who have academic rate below (2.5) of (5.0). The study used the scale of academic self-compassion by Krause (2011), and the scale of academic emotional regulation by Buric, et al. (2016), and the both scales translated by the researcher. The results show high level of self- compassion in the study sample, and they use a variety of the academic emotional regulation in academic positions. It also show a statistically significant correlation between self-compassion and strategies of the academic emotional regulation. Moreover, it show that the strategies of academic emotional regulation can be predicted through some dimensions of self-compassion, such as dimension of Isolation can be predicted in avoiding situations strategy; dimension of Mindfulness can be predicted in developing competences, redirection attention, and reappraisal strategies; dimension of Self-Judgment can be predicted in suppression and venting strategies; dimensions of Self-Judgment and Self-Kindness can be predicted in respiration strategy, and dimension of Conumon Humanity can be predicted in social support strategy.