The interplay between emotional well-being, self-compassion, and basic psychological needs in adolescents

References

• Amran, M. S. (2020). Psychosocial risk factors associated with mental health of adolescents amidst the COVID-19 pandemic outbreak. International Journal of Social Psychiatry, 68(1), 1–14. https://doi.org/10.1177/0020764020971008
   Web of Science ®Google Scholar
• Axelson, D. A., & Birmaher, B. (2001). Relation between anxiety and depressive disorders in childhood and adolescence. Depression and Anxiety, 14(2), 67–78. https://doi.org/10.1002/da.1048
   PubMed Web of Science ®Google Scholar
• Barry, M. M., Clarke, A. M., & Dowling, K. (2017). Promoting social and emotional well-being in schools. Health Education, 117(5), 434–451. https://doi.org/10.1108/HE-11-2016-0057
   Web of Science ®Google Scholar
• Beato, A. F., da Costa, L. P., & Nogueira, R. (2021). “Everything is gonna be alright with me”: The role of self-compassion, affect, and coping in negative emotional symptoms during coronavirus quarantine. International Journal of Environmental Research and Public Health, 18(4), 2017. https://doi.org/10.3390/ijerph18042017
   PubMed Web of Science ®Google Scholar
• Benita, M., Benish-Weisman, M., Matos, L., & Torres, C. (2020). Integrative and suppressive emotion regulation differentially predict well-being through basic need satisfaction and frustration: A test of three countries. Motivation and Emotion, 44(1), 67–81. https://doi.org/10.1007/s11031-019-09781-x
   Web of Science ®Google Scholar
• Beshai, S., Prentice, J. L., & Huang, V. (2018). Building blocks of emotional flexibility: Trait mindfulness and self-compassion are associated with positive and negative mood shifts. Mindfulness, 9(3), 939–948. https://doi.org/10.1007/s12671-017-0833-8
   Web of Science ®Google Scholar
• Bjørnsen, H. N., Espnes, G. A., Eilertsen, M. B., Ringdal, R., & Moksnes, U. K. (2019). The relationship between positive mental health literacy and mental well-being among adolescents: Implications for school health services. The Journal of School Nursing, 35(2), 107–116. https://doi.org/10.1177/1059840517732125
   PubMed Web of Science ®Google Scholar
• Bluth, K., & Blanton, P. W. (2015). The influence of self-compassion on emotional well-being among early and older adolescent males and females. The Journal of Positive Psychology, 10(3), 219–230. https://doi.org/10.1080/17439760.2014.936967
   PubMed Web of Science ®Google Scholar
• Bluth, K., Roberson, P. N. E., Gaylord, S. A., Faurot, K. R., Grewen, K. M., Arzon, S., & Girdler, S. S. (2016). Does self-compassion protect adolescents from stress? Journal of Child and Family Studies, 25(4), 1098–1109. https://doi.org/10.1007/s10826-015-0307-3
   PubMed Web of Science ®Google Scholar
• Branquinho, C., Kelly, C., Arevalo, L. C., Santos, A., & Matos, M. (2020). “Hey, we also have something to say”: A qualitative study of Portuguese adolescents’ and young people’s experiences under COVID-19. Journal of Community Psychology, 48(8), 2740–2752. https://doi.org/10.1002/jcop.22453
   PubMed Web of Science ®Google Scholar
• Caffo, E., Scandroglio, F., & Asta, L. (2020). Debate: COVID-19 and psychological well-being of children and adolescents in Italy. Child and Adolescent Mental Health, 25(3), 167–168. https://doi.org/10.1111/camh.12405
   PubMed Web of Science ®Google Scholar
• Cooper, K., Hards, E., Moltrecht, B., Reynolds, S., Shum, A., McElroy, E., & Loades, M. (2021). Loneliness, social relationships, and mental health in adolescents during the COVID-19 pandemic. Journal of Affective Disorders, 289, 98–104. https://doi.org/10.1016/j.jad.2021.04.016
   PubMed Web of Science ®Google Scholar
• Ellis, W. E., Dumas, T. M., & Forbes, L. M. (2020). Physically isolated but socially connected: Psychological adjustment and stress among adolescents during the initial COVID-19 crisis. Canadian Journal of Behavioural Science/Revue Canadienne des Sciences du Comportement, 52(3), 177–187. https://doi.org/10.1037/cbs0000215
   Web of Science ®Google Scholar
• Figueiredo, C., Sandre, P., Portugal, L., Mázala de Oliveira, T., Chagas, L., Raony, I., Ferreira, E., Giestal de Araujo, E., Santos, E., & Bomfim, P. (2021). COVID-19 pandemic impact on children and adolescents’ mental health: Biological, environmental, and social factors. Progress in Neuro-Psychopharmacology & Biological Psychiatry, 106, 110–171. https://doi.org/10.1016/j.pnpbp.2020.110171
   Web of Science ®Google Scholar
• Francisco, R., Pedro, M., Delvecchio, E., Espada, J. P., Morales, A., Mazzeschi, C., & Orgilés, M. (2020). Psychological symptoms and behavioral changes in children and adolescents during the early phase of COVID-19 quarantine in three European Countries. Frontiers in Psychiatry, 11, 1329. https://doi.org/10.3389/fpsyt.2020.570164
   Web of Science ®Google Scholar
• Galinha, I. C., & Pais-Ribeiro, J. L. (2005). Contribuição para o estudo da versão portuguesa da positive and negative affect schedule (PANAS): II - Estudo psicométrico. [contributions for the study of the Portuguese version of positive and negative affect schedule (PANAS): II - Psychometric study.]. Análise Psicológica, 23(2), 219–227. https://doi.org/10.14417/ap.84
   Google Scholar
• Galinha, I. C., Pereira, C. R., & Esteves, F. (2014). Versão reduzida da escala portuguesa de afeto positivo e negativo - PANAS-VRP: Análise fatorial confirmatória e invariância temporal. Psicologia, 28, 50–62. https://doi.org/10.17575/rpsicol.v28i1.622
   Google Scholar
• Galla, B. M. (2016). Within-person changes in mindfulness and self-compassion predict enhanced emotional well-being in healthy, but stressed adolescents. Journal of Adolescence, 49(1), 204–217. https://doi.org/10.1016/j.adolescence.2016.03.016
   PubMedGoogle Scholar
• Halldorsdottir, T., Thorisdottir, I. E., Meyers, C. C. A., Asgeirsdottir, B. B., Kristjansson, A. L., Valdimarsdottir, H. B., Allegrante, J. P., & Sigfusdottir, I. D. (2021). Adolescent well-being amid the COVID-19 pandemic: Are girls struggling more than boys? Journal of Child Psychology and Psychiatry Advances, 1(2), e12027. https://doi.org/10.1002/jcv2.12027
   Google Scholar
• Hall-Lande, J. A., Eisenberg, M. E., Christenson, S. L., & Neurmark-Sztainer, D. (2007). Social isolation, psychological health, and protective factors in adolescence. Journal of Adolesccence, 42(166), 265–286.
   Google Scholar
• Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (Vol. 51). The Guilford Press.
   Google Scholar
• Holzer, J., Korlat, S., Haider, C., Mayerhofer, M., Pelikan, E., Schober, B., Spiel, C., Toumazi, T., Salmela-Aro, K., Käser, U., Schultze-Krumbholz, A., Wachs, S., Dabas, M., Verma, S., Iliev, D., Andonovska-Trajkovska, D., Plichta, P., Pyżalski, J. … Lüftenegger, M. (2021). Adolescent well-being and learning in times of COVID-19-A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation. Public Library of Science ONE, 16(5), e0251352. https://doi.org/10.1371/journal.pone.0251352
   Google Scholar
• Hussong, A. M., Ennet, S. T., Cox, M. J., & Haroon, M. (2017). A systematic review of the unique prospective association of negative affect symptoms and adolescent substance use controlling for externalizing symptoms. Psychological Addictive Behavior, 31(2), 137–147. https://doi.org/10.1037/adb0000247
   PubMed Web of Science ®Google Scholar
• Kotera, Y., Green, P., & Sheffield, D. (2021, 1-16). Positive psychology for mental wellbeing of UK therapeutic students: Relationships with engagement, motivation, resilience and self-compassion. International Journal of Mental Health and Addiction, 19(1), 227–239. https://doi.org/10.1007/s11469-020-00466-y
   Web of Science ®Google Scholar
• Kyeong, L. W. (2013). Self-compassion as a moderator of the relationship between academic burn-out and psychological health in Korean cyber university students. Personality and Individual Differences, 54(8), 899–902. https://doi.org/10.1016/j.paid.2013.01.001
   Web of Science ®Google Scholar
• Labrague, L. J. (2021). Resilience as a mediator in the relationship between stress-associated with the COVID-19 pandemic, life satisfaction, and psychological well-being in student nurses: A cross-sectional study. Nurse Education in Practice, 56, 103–182. https://doi.org/10.1016/j.nepr.2021.103182
   Web of Science ®Google Scholar
• Lancet Child & Adolescent Health, T., & The Lancet Child Adolescent Health. (2020). Pandemic school closures: Risks and opportunities. The Lancet Child & Adolescent Health, 4(5), 341. https://doi.org/10.1016/S2352-4642(20)30105-X
   PubMedGoogle Scholar
• Larson, R. W. (2000). Toward a psychology of positive youth development. American Psychologist, 55(1), 170–183. https://doi.org/10.1037/0003-066X.55.1.170
   PubMed Web of Science ®Google Scholar
• Leversen, I., Danielsen, A. G., Birkeland, M. S., & Samdal, O. (2012). Basic psychological need satisfaction in leisure activities and adolescents’ life satisfaction. Journal of Youth and Adolescence, 41(12), 1588–1599. https://doi.org/10.1007/s10964-012-9776-5
   PubMed Web of Science ®Google Scholar
• Loades, M., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A., Linney, C., McManus, M. N., Borwick, C., Crawley, & Crawley, E. (2021). Rapid systematic review: The impact of social isolation and loneliness on the mental health of children and adolescents in the context of COVID-19. The Journal of the American Academy of Child & Adolescent Psychiatry, 59(11), 1218–1239. https://doi.org/10.1016/j.jaac.2020.05.009
   Web of Science ®Google Scholar
• Magson, N. R., Freeman, J. Y. A., Rapee, R. M., Richardson, C. E., Oar, E. L., & Fardouly, J. (2021). Risk and protective factors for prospective changes in adolescent mental health during the COVID-19 pandemic. Journal of Youth and Adolescence, 50(1), 44–57. https://doi.org/10.1007/s10964-020-01332-9
   PubMed Web of Science ®Google Scholar
• Monroe, S. M. & Cummins, L. F. (2015). Stress: psychological perspectives. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (pp. 583–587). https://doi.org/10.1016/B978-0-08-097086-8.25038-1
   Google Scholar
• Nazari, N., Hernández, R. M., Ocaña-Fernandez, Y., & Griffiths, M. D. (2022). Psychometric validation of the Persian self-compassion scale youth version. Mindfulness, 13(2), 385–397. https://doi.org/10.1007/s12671-021-01801-7
   PubMed Web of Science ®Google Scholar
• Neff, K. D. (2003a). The development and validation of a scale to measure self-compassion. Self and Identity, 2(3), 223–250. https://doi.org/10.1080/15298860309027
   Web of Science ®Google Scholar
• Neff, K. D. (2003b). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2(2), 85–101. https://doi.org/10.1080/15298860309032
   Web of Science ®Google Scholar
• Neff, K. D. (2009). The role of self-compassion in development: A healthier way to relate to oneself. Human Development, 52(4), 211–214. https://doi.org/10.1159/000215071
   PubMed Web of Science ®Google Scholar
• Neff, K. D., Bluth, K., Tóth-Király, I., Davidson, O., Knox, M. C., Williamson, Z., & Costigan, A. (2021). Development and validation of the self-compassion scale for youth. Journal of Personality Assessment, 103(1), 92–105. https://doi.org/10.1080/00223891.2020.1729774
   PubMed Web of Science ®Google Scholar
• Neff, K. D., Hsieh, Y. P., & Dejitterat, K. (2005). Self-compassion, achievement goals, and coping with academic failure. Self and Identity, 4(3), 263–287. https://doi.org/10.1080/13576500444000317
   Web of Science ®Google Scholar
• Neff, K. D., & McGehee, P. (2010). Self-compassion and psychological resilience among adolescents and young adults. Self and Identity, 9(3), 225–240. https://doi.org/10.1080/15298860902979307
   Web of Science ®Google Scholar
• Nguyen, T. M., & Le, G. N. H. (2021). The influence of COVID-19 stress on psychological well-being among Vietnamese adults: The role of self-compassion and gratitude. Traumatology, 27(1), 86–97. https://doi.org/10.1037/trm0000295
   Google Scholar
• Orgilés, M., Morales, A., Delvecchio, E., Mazzeschi, C., & Espada, J. P. (2020). Immediate psychological effects of the COVID-19 quarantine in youth from Italy and Spain. Frontiers in Psychology, 11, 579038–579038. https://doi.org/10.3389/fpsyg.2020.579038
   PubMed Web of Science ®Google Scholar
• Pizarro-Ruiz, J. P., & Ordóñez-Camblor, N. (2021). Effects of covid-19 confinement on the mental health of children and adolescents in Spain. Scientific Reports, 11, 11713. https://doi.org/10.1038/s41598-021-91299-9
   PubMedGoogle Scholar
• Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891. https://doi.org/10.3758/BRM.40.3.879
   PubMed Web of Science ®Google Scholar
• Preacher, K. J., & Kelley, K. (2011). Effect size measures for mediation models: Quantitative strategies for communicating indirect effects. Psychological Methods, 16(2), 93–115. https://doi.org/10.1037/a0022658
   PubMed Web of Science ®Google Scholar
• Preston, A. J., & Rew, L. (2022). Connectedness, self-esteem, and prosocial behaviors protect adolescent mental health following social isolation: A systematic review. Issues in Mental Health Nursing, 43(1), 32–41. https://doi.org/10.1080/01612840.2021.1948642
   PubMed Web of Science ®Google Scholar
• Quested, E., Bosch, J. A., Burns, V. E., Cumming, J., Ntoumanis, N., & Duda, J. L. (2011). Basic psychological need satisfaction, stress-related appraisals, and dancers’ cortisol and anxiety responses. Journal of Sport and Exercise Psychology, 33(6), 828–846. https://doi.org/10.1123/jsep.33.6.828
   PubMed Web of Science ®Google Scholar
• Ross, K. M., Kim, H., Tolan, P. H., & Jennings, P. A. (2019). An exploration of normative social and emotional skill growth trajectories during adolescence. Journal of Applied Developmental Psychology, 62, 102–115. https://doi.org/10.1016/j.appdev.2019.02.006
   Web of Science ®Google Scholar
• Sagone, E., & De Caroli, M. E. (2014). Relationships between psychological well-being and resilience in middle and late adolescents. Procedia-Social and Behavioral Sciences, 141, 881–887. https://doi.org/10.1016/j.sbspro.2014.05.154
   Google Scholar
• Šakan, D., Žuljević, D., & Rokvić, N. (2020). The role of basic psychological needs in well-being during the COVID-19 outbreak: A self-determination theory perspective. Frontiers in Public Health, 8, 583–181. https://doi.org/10.3389/fpubh.2020.583181
   Web of Science ®Google Scholar
• Shen, Y., Xie, Y., & Wu, J. (2023). Negative school gossip and prosocial behavior among high school students: Mediated by basic psychological needs satisfaction and moderated by self-compassion. Current Psychology, 1–13. https://doi.org/10.1007/s12144-023-05536-7
   PubMed Web of Science ®Google Scholar
• Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods, 7(4), 422–445. https://doi.org/10.1037/1082-989X.7.4.422
   PubMed Web of Science ®Google Scholar
• Silk, J. S., Steinberg, L., & Morris, A. S. (2003). Adolescents’ emotion regulation in daily life: Links to depressive symptoms and problem behavior. Child Development, 74(6), 1869–1880. https://doi.org/10.1046/j.1467-8624.2003.00643.x
   PubMed Web of Science ®Google Scholar
• Singh, S., Roy, D., Sinha, K., Parveen, S., Sharma, G., & Joshi, G. (2020). Impact of COVID-19 and lockdown on mental health of children and adolescents: A narrative review with recommendations. Psychiatry Research, 293, 113–429. https://doi.org/10.1016/j.psychres.2020.113429
   Web of Science ®Google Scholar
• Smith, K. E., & Pollak, S. D. (2021). Early life stress and neural development: Implications for understanding the development effects of COVID-19. Cognitive, Affective & Behavioral Neuroscience, 22(4), 643–654. https://doi.org/10.3758/s1345-021-00901-0
   PubMed Web of Science ®Google Scholar
• Sun, I., Chan, D., & Chan, L.-K. (2016). Self-compassion and psychological well-being among adolescents in Hong Kong: Exploring gender differences. Personality and Individual Differences, 101, 288–292. https://doi.org/10.1016/j.paid.2016.06.011
   Web of Science ®Google Scholar
• Tan, Y., Huang, C., Geng, Y., Cheung, S. P., & Zhang, S. (2021). Psychological well-being in Chinese college students during the COVID-19 pandemic: Roles of resilience and environmental stress. Frontiers in Psychology, 12, 671–553. https://doi.org/10.3389/fpsyg.2021.671553
   Web of Science ®Google Scholar
• Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864
   PubMed Web of Science ®Google Scholar
• Tian, L., Chen, H., & Huebner, E. S. (2014). The longitudinal relationships between basic psychological needs satisfaction at school and school-related subjective well-being in adolescents. Social Indicators Research, 119(1), 353–372. https://doi.org/10.1007/s11205-013-0495-4
   Web of Science ®Google Scholar
• Tian, L., Han, M., & Huebner, E. (2014). Preliminary development of the adolescent students’ basic psychological needs at school scale. Journal of Adolescence, 37(3), 257–267. https://doi.org/10.1016/j.adolescence.2014.01.005
   PubMed Web of Science ®Google Scholar
• Tian, L., Tian, Q., & Huebner, E. S. (2016). School-related social support and adolescents’ school-related subjective well-being: The mediating role of basic psychological needs satisfaction at school. Social Indicators Research, 128(1), 105–129. https://doi.org/10.1007/s11205-015-1021-7
   Web of Science ®Google Scholar
• Tran, M. A. Q., Vo-Thanh, T., Soliman, M., Khoury, B., & Chau, N. N. T. (2022). Self-compassion, Mindfulness, Stress, and Self-esteem Among Vietnamese University Students: Psychological Well-being and Positive Emotion as Mediators. Mindfulness, 13(10), 2574–2586. https://doi.org/10.1007/s12671-022-01980-x
   PubMed Web of Science ®Google Scholar
• Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44(1), 1–31. https://doi.org/10.1007/s11031-019-09818-1
   Web of Science ®Google Scholar
• Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070. https://doi.org/10.1037/0022-3514.54.6.1063
   PubMed Web of Science ®Google Scholar
• Wouters-Soomers, L., Van Ruysseveldt, J., Bos, A. E. R., & Jacobs, N. (2022). An individual perspective on psychological safety: The role of basic need satisfaction and self-compassion. Frontiers in Psychology, 13, 920–908. https://doi.org/10.3389/fpsyg.2022.920908
   Web of Science ®Google Scholar
• Yoo, N., & Jang, S. H. (2023). Perceived household financial decline and physical/mental health among adolescents during the COVID-19 crisis: Focusing on gender differences. Preventive Medicine Reports, 32, 102–119. https://doi.org/10.1016/j.pmedr.2023.102119
   Google Scholar
• Young, K. S., Sandman, C. F., & Craske, M. G. (2019). Positive and negative emotion regulation in adolescence: Links to anxiety and depression. Brain Sciences, 9(4), 76. https://doi.org/10.3390/brainsci9040076
   PubMed Web of Science ®Google Scholar
• Zammuner, V. L. (2019). Adolescents’ coping strategies influence their psychological well-being. Current Journal of Applied Sciences and Technology, 36(3), 1–17. https://doi.org/10.9734/cjast/2019/v36i330232
   Google Scholar