Validation of the self-compassion scale in a sample of Italian special needs teacher.
| Autor: | Ragni B; Department of Human Studies, University of Foggia, Foggia, Apulia, Italy., Sulla F; Department of Human Studies, University of Foggia, Foggia, Apulia, Italy., Toto GA; Department of Human Studies, University of Foggia, Foggia, Apulia, Italy., Limone P; Department of Human Studies, University of Foggia, Foggia, Apulia, Italy. |
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| Jazyk: | angličtina |
| Zdroj: | Frontiers in psychology [Front Psychol] 2023 Mar 02; Vol. 14, pp. 1103021. Date of Electronic Publication: 2023 Mar 02 (Print Publication: 2023). |
| DOI: | 10.3389/fpsyg.2023.1103021 |
| Abstrakt: | Introduction: Special needs teachers deliver crucial care to their students by showing a particular attitude toward them. However, they usually face stressful situations that negatively impact their capacity to support their students, often reporting higher levels of burnout compared to teachers from mainstream education. Self-compassion has been seen to function as a protective factor against teacher stress, enhancing their resilience and coping abilities. Methods: The current study aimed to evaluate the factorial structure, reliability, and validity of the Self-compassion Scale (SCS) in a sample of Italian special needs teachers (R1). In addition, it was investigated whether the satisfactory internal reliability of the SCS is confirmed (R2). Finally, the validity of the SCS criterion was assessed, assuming that each of its subscales would be related to anxiety, measured with GAD-7, and with resilience, measured with the BRS (R3). A sample of 629 teachers was enrolled in this study and completed an online questionnaire. Results: Overall, the confirmatory factor analysis showed good or acceptable indices of fit to the data supporting the use of SCS to measure self-compassion in Italian special needs teachers. Discussion: The tool could be helpful for future research to start exploring the self-compassion dimension at school as a protective factor that may foster teachers' and, consequently, students' well-being. Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. (Copyright © 2023 Ragni, Sulla, Toto and Limone.) |
| Databáze: | MEDLINE |
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