Self-Compassion as a Mediator of Social Support and Psychological Well-Being Among 12th Students
DOI:
https://doi.org/10.29408/jhm.v11i4.32947Keywords:
psychological well-being, self-compassion, social support, studentsAbstract
The matter of psychological well-being (PWB) is of fundamental importance, especially for 12th grade students who frequently face increased academic pressures in conjunction with the difficulties of transitioning to life after graduation. By positioning self-compassion as a mediator, this research explores correlation between social support and PWB of students. The study utilized a quantitative path analysis design and featured selective sampling of 133 12th-grade students from SMA X in Wonogiri Regency. The instruments used included Neff’s Self-Compassion Scale (SCS) consisting of 26 items, Zimet’s Multidimensional Scale of Perceived Social Support (MSPSS) with 12 items, and Ryff’s Psychological Well-Being Scale (RPWB) comprising 18 items. Analysis showed a notable connection between social support and PWB, with self-compassion acting as a key mediating factor. The R² value of 0.363 indicates that social support and self-compassion together are able to explain 36.3% of the variation in students' PWB, factors beyond the scope of this research model account for the remaining 63.7% of the variation. However, the R² value is still considered quite good in psychological research, as PWB is known to be influenced by many complex internal and external factors. Thus, this research model can be considered valid and successful in explaining the relationship between variables according to theoretical expectations. These findings underscore that efforts to enhance students’ PWB should not only focus on strengthening social support within their environment but also on cultivating self-compassion as an attitude of kindness toward oneself, enabling students to better manage academic and personal developmental challenges in a healthy and balanced manner.
References
Aulia, A., & Fitriani, Y. (2024). The Relationship Between Perceived Social Support and Self-Compassion in Student. KESANS : International Journal of Health and Science, 3, 352–358. https://doi.org/10.54543/kesans.v3i5.272
Auliya, N. P. D., & Setiyowati, N. (2024). Systematic Literature Review Based on Big Data: Dukungan Sosial dan Psychological Well-Being pada Remaja. Psyche 165 Journal, 17(2), 134–139. https://doi.org/10.35134/jpsy165.v17i2.367.
Blando, M. K. (2024). The Moderating Effects of Social Support on Athletic Identity and Student-Athletes’ Psychological Well-being. www.researchgate.net https://doi.org/10.13140/RG.2.2.33148.76167.
Bui, T. H. T., Nguyen, T. N. T., Pham, H. D., Tran, C. T., & Ha, T. H. (2021). The mediating role of self-compassion between proactive coping and perceived stress among students. Science Progress, 104(2), 1-14. https://doi.org/10.1177/00368504211011872.
Candra, I., Okfrima, R., & Gusriwandi, Y. (2024). Hubungan Antara Dukungan Emosional dengan Psychological Well-Being pada Siswa SMK X. Psyche 165 Journal, 17(4), 384–389. https://doi.org/10.35134/jpsy165.v17i4.486.
Edlyn, J., Sahrani, R., & Heng, P. (2025). The Role of Self-Compassion as a Mediator in the Relationship between Academic Stress and Psychological Well-Being Study on Senior High School Students. Eduvest-Journal of Universal Studies, 5(4), 4157–4572. https://doi.org/10.59188/eduvest.v5i4.49927.
Fadillah, M. A., & Rahmah, D. D. N. (2025). Pengaruh Persepsi Dukungan Sosial dan Stres Akademik Terhadap Kesejahteraan Subjektif. Psyche 165 Journal, 18(1), 1-6. https://doi.org/10.35134/jpsy165.v18i1.471.
Fauziah, L., & Rofiqoh, M. (2023). Can Self-Compassion Improve Adolescents Psychological Well-being? Jurnal Psikologi Teori Dan Terapan, 14(2), 226–236. https://doi.org/10.26740/jptt.v14n2.p226-236.
Ghozali, I. (2008). Model persamaan struktural: Konsep dan aplikasi dengan program AMOS 16.0. Badan Penerbit Universitas Diponegoro..
Hellfeldt, K., López-Romero, L., & Andershed, H. (2020). Cyberbullying and psychological well-being in young adolescence: the potential protective mediation effects of social support from family, friends, and teachers. International Journal of Environmental Research and Public Health, 17(1), 45. https://doi.org/10.3390/ijerph17010045.
Hurlock, E. B. (1980). Psikologi perkembangan: suatu pendekatan sepanjang rentang kehidupan. Penerbit Erlangga.
Kaya, B. (2024). Social support and subjective vitality among adolescents: the multiple mediation role of self-compassion and resilience. Current Psychology, 43, 26772–26786. https://doi.org/10.1007/s12144-024-06326-5.
Khairunnisa, K., Milfayetty, S., & Surbakti, A. (2025). Pengaruh Dukungan Sosial Terhadap Resiliensi Melalui Self-Compassion. Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan, 19(1), 265–278. https://doi.org/10.35931/aq.v19i1.4364.
Kline, R. B. (2016). Principles and practice of structural equation modeling. The Guilford Press.
Lidiya, R., Rohayati, N., & Kurniawan, D. (2024). Pengaruh Dukungan Sosial Teman Sebaya Terhadap School Well-Being Pada Siswa SMA Negeri 1 Telukjambe Barat. Empowerment Jurnal Mahasiswa Psikologi Universitas Buana Perjuangan Karawang, 4(2), 54–59. https://doi.org/10.36805/empowerment.v4i2.1180.
Liu, A., Wang, W., & Wu, X. (2021). Self-compassion and posttraumatic growth mediate the relations between social support, prosocial behavior, and antisocial behavior among adolescents after the Ya’an earthquake. European Journal of Psychotraumatology, 12, 1864949. https://doi.org/10.1080/20008198.2020.1864949.
Mahendika, D., & Sijabat, S. (2023). Pengaruh Dukungan Sosial, Strategi Coping, Resiliensi, dan Harga Diri Terhadap Kesejahteraan Psikologis Siswa SMA di Kota Sukabumi. Jurnal Psikologi Dan Konseling West Science, 1(2), 76–89. https://doi.org/10.58812/jpkws.v1i02.261.
Mooduto, A., Rahim, M., & Kasan, I. (2023). Hubungan Antara Dukungan Sosial Orangtua dengan Perilaku Prososial pada Siswa. Student Journal of Guidance and Counseling, 3(1), 19–28. https://doi.org/10.37411/sjgc.v3i1.1854.
Naini, R., Muarifah, A., Mashar, R., Herdiansyah, D., & Kunanti, A. (2024). Hubungan Intellectual Humility, Self-Compassion dan Psychological Well-Being pada Siswa. JBKI (Jurnal Bimbingan Konseling Indonesia), 9(1), 24-33. https://doi.org/10.26737/jbki.v9i1.5451.
Neff, K. D. (2003). The Development and Validation of a Scale to Measure Self-Compassion. Self and Identity, 2(3), 223–250. https://doi.org/10.1080/15298860309027.
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.
Purwaningsih, I. E., Sugiarto, R., & Budiarto, S. (2023). Kesejahteraan psikologis dalam hubungannya dengan kecemasan dan dukungan sosial. SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora, 9(1), 1–16. https://doi.org/10.30738/sosio.v9i1.13427.
Rahma, U., Pramitadewi, K., Faizah, F., & Perwiradara, Y. (2020). Pengaruh persepsi dukungan sosial terhadap kesejahteraan di sekolah siswa SMA. Jurnal Psikologi Ulayat, 7(2), 133–147. https://doi.org/10.24854/jpu106.
Rehman, A. U., Bhuttah, T. M., & You, X. (2020). Linking burnout to psychological well-being: The mediating role of social support and learning motivation. Psychology Research and Behavior Management, 13, 545–554. https://doi.org/10.2147/PRBM.S250961.
Rizqullah, R., & Ansyah, E. (2024). Dukungan Sosial dan Stres Akademik pada Siswa Madrasah Aliyah. Journal of Islamic Psychology, 1(2), 1-11. https://doi.org/10.47134/islamicpsychology.v1i2.90.
Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719-727. https://doi.org/10.1037//0022-3514.69.4.719.
Sibarani, S., & Wahyuni, E. (2025). Hubungan Welas Asih dan Ketahanan dengan Kesejahteraan Psikologis Ramaja: Kajian Literatur. Jurnal Manajemen Pendidikan dan Ilmu Sosial, 6(5), 3819–3836. https://doi.org/10.38035/jmpis.v6i5.5647.
Suharsono, S., & Y Bagus Wismanto, Y. (2023). Welas Asih Diri Sebagai Mediator Hubungan Antara Dukungan Sosial dengan Flourishing. Jurnal Psikologi Perseptual, 8(2), 229–239. https://doi.org/10.24176/perseptual.v8i2.11332.
Suherlin, G. H., Mamat Supriatna, & Suherman. (2024). Gambaran Kesejahteraan Psikologis Siswa Sekolah Menengah Atas (SMA). G-Couns: Jurnal Bimbingan Dan Konseling, 8(2), 1168–1174. https://doi.org/10.31316/gcouns.v8i2.4968.
Tannous-Haddad, L., Barel, E., & Tzischinsky, O. (2024). Perceived social support and psychological wellbeing: Testing the moderated mediation model of self-compassion and culture. Frontiers in Psychology, 15, 1474177. https://doi.org/10.3389/fpsyg.2024.1474177.
UNICEF Indonesia. (2024). Adolescent health profile 2024: Indonesia. https://www.unicef.org/indonesia/reports/adolescent-health-profile-2024. Diakses tanggal 10 September 2025.
Wilson, J. M., Weiss, A., & Shook, N. J. (2020). Mindfulness, self-compassion, and savoring: Factors that explain the relation between perceived social support and well-being. Personality and Individual Differences, 152, 109568. https://doi.org/10.1016/j.paid.2019.109568.
World Health Organization. (2024). Adolescent mental health. https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health. Diakses tanggal 10 September 2025.
Yang, X., Zhu, J., & Hu, P. (2023). Perceived social support and procrastination in college students: A sequential mediation model of self-compassion and negative emotions. Current Psychology, 42(7), 5521–5529. https://doi.org/10.1007/s12144-021-01920-3.
Yousefi Afrashteh, M., & Masoumi, S. (2021). Psychological well-being and death anxiety among breast cancer survivors during the Covid-19 pandemic: the mediating role of self-compassion. BMC Women’s Health, 21, 1–8. https://doi.org/10.1186/s12905-021-01533-9.
Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52(1), 30–41. https://doi.org/10.1207/s15327752jpa5201_2.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Dewi Nurul Hidayah, Fendi Krisna Rusdiana
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All writings in this journal are the full responsibility of the author. Jurnal Humanitas provides open access to benefit anyone with valuable information and findings. Jurnal Humanitas can be accessed free of charge at no cost, following the creative commons license. Authors who publish articles in the Jurnal Humanitas must comply with the following conditions:
The author retains the copyright and grants the right of first publication with the work licensed simultaneously under the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) license, allowing others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors may make additional separate contractual arrangements for the non-exclusive distribution of the published journal version of the work (for example, posting it to an institution or publishing it in a book), acknowledging its initial publication in this journal.
Authors are permitted and encouraged to post their work online (for example, on institutional repositories or websites) before and during the submission process, resulting in a productive exchange and earlier and more extensive citations of the published work.
All articles in this journal are the sole responsibility of the author. Jurnal Humanitas provides open access to benefit anyone with valuable information and findings. Jurnal Humanitas can be accessed and downloaded for free, following the creative commons license.
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
