Comparative Effectiveness of Psychological Interventions for Improving Self-Compassion Among Higher Education Students: Insights From a Network Meta-Analysis

Self-compassion is increasingly recognized as a crucial factor in the mental health of higher education students. While various psychological interventions—such as mindfulness-based and compassion-focused programs—have shown promise, their relative effectiveness remains unclear. This study aimed to compare their effectiveness to inform evidence-based student mental health strategies.

A comprehensive search was conducted in PubMed, the Cochrane Library, Embase, and Web of Science to identify randomized controlled trials (RCTs) evaluating psychological interventions aimed at improving self-compassion among higher education students. Two reviewers independently screened the studies, extracted data: sample size, intervention type, outcomes, duration, and assessed risk of bias. Discrepancies were resolved by a third reviewer. Pairwise and network meta-analyses (NMA) were conducted to compare intervention effectiveness.

Twenty-three RCTs involving 2,178 participants and 11 interventions were included. Mindfulness-Based Cognitive Therapy (MBCT) ranked highest based on Surface Under the Cumulative Ranking Curve (SUCRA = 89.8%), followed by Loving-Kindness Meditation (LKM, 79.0%) and Relational Mindfulness Training (RMT, 77.7%). MBCT showed the greatest improvement in self-compassion compared with Non-Intervention Control (NIC) (SMD = 0.85, 95% CI [0.45, 1.24]), Mindfulness Practice (MP), Mindfulness-Based Stress Reduction (MBSR), and Acceptance and Commitment Therapy (ACT) also showed significant improvements.

MBCT appeared most effective in enhancing self-compassion in higher education students. These findings support its potential use in student mental health programs. Further studies with direct comparisons and broader designs are warranted.

This study is not preregistered.