Theory and prior research suggest that improving self-esteem is a promising way to improve students’ academic performance and mental health. This study empirically examines the mediating effect of psychological well-being and positive emotion in the relationships between self-compassion, mindfulness, stress, and self-esteem.
An explanatory sequential mixed-method design was employed. Quantitative data collected through a two-wave survey from 654 Vietnamese students were analyzed to test the hypotheses using SPSS 22.0 and AMOS 24.0. Data from 19 in-depth interviews were used to explain the quantitative findings and explore students’ experiences in practicing mindfulness and self-compassion.
Findings revealed that psychological well-being and positive emotion fully mediated the relationships between self-compassion, mindfulness, stress, and self-esteem.
Results of this study highlight the importance of psychological well-being and positive emotion in the self-compassion, mindfulness, stress, and self-esteem relationship, as well as explain a possible process by which factors help university students achieve and sustain a sense of high self-esteem. Ultimately, this study has identified several potential targets for intervention strategies in mental health, such as mindfulness and self-compassion among university students.