Happiness, self-compassion, and insomnia predicting academic achievement among middle school students with learning difficulty: An optimal function analysis model using Response Surface Methodology
Keywords:
Happiness, self-compassion, insomnia, response surface methodologyAbstract
Students who do not have sufficient academic achievement suffer a great deal of associated issues. They spent a lot of time in academics and loose out on many other aspects of their life, affecting their well-being. This study attempts to develop an optimal functioning model of academic achievement through factors that are helpful for their well-being such as happiness and self-compassion. Also, the optimal influences of insomnia are indicated. 196 students from classes 5 to 7, of ages 11 to 14 years were assessed using the Bergen Insomnia Scale (Pallesen, et al, 2008), Self-Compassion Scale Youth Version (SCS-Youth) (Neff et al, 2021) and the Subjective Happiness Scale (Lyubomirsky, 1999). Response Surface Methodology using the design expert 13 is used to arrive at an optimal model. The model fitness indicates that high levels of happiness and compassion towards self, accompanied by low levels of insomnia optimizes academic achievement for students with difficulties in academics.
References
Abooei, A., Barzegar bafrooee, K., and Rahimi, M. (2021). The effectiveness of self-compassion training on emotion regulation of female students with specific learning disorder. Journal of Educational Psychology Studies, 18(43), 121-101. doi: 10.22111/jeps.2021.6495
Ahmed, A. N., and Raj, S. P. (2023). Self-compassion Intervention for Parents of Children with Developmental Disabilities: A Feasibility Study. Advances in neurodevelopmental disorders, 7(2), 277–289. https://doi.org/10.1007/s41252-022-00305-2
Alquwez, N., Cruz, J. P., Alotaibi, N. S., and Alshammari, F. (2021) Validity and reliability of the Subjective Happiness Scale Arabic version among Saudi working women, Journal of Taibah University Medical Sciences, Volume 16, Issue 6, Pages 835-842, ISSN 1658-3612, https://doi.org/10.1016/j.jtumed.2021.05.010. Retrieved from (https://www.sciencedirect.com/science/article/pii/S1658361221001128)
Ashrafi, S.D., Kamani, H., Soheil Arezomand, H., Yousefi. N., and Mahvi, A. H. (2015). Optimization and modeling of process variables for adsorption of Basic Blue 41 on NaOH-modified rice husk using response surface methodology, Desalination and Water Treatment, DOI: 10.1080/19443994.2015.1060903
Bernstein, S. (2021). Sleep and learning difficulties: How they’re linked. WebMD. Retrieved July 21, 2023, from https://www.webmd.com/sleep-disorders/sleep-and-learning-difficulties
Chen, S. S. C. (2018, September 1). Give yourself a break: The power of self-compassion. Harvard Business Review. https://hbr.org/2018/09/give-yourself-a-break-the-power-of-self-compassion
Clark, D. M. (2015). The English improving access to psychological therapies (IAPT) program. Oxford University Press. http://dx.doi.org/10.1093/med:psych/9780195389050.003.0004
https://www.camhsnorthderbyshire.nhs.uk/learning-disabilities-sleep-problems
Contributor, N. (2005, March 22). Managing sleep disturbances in children with learning disabilities. Nursing Times. https://www.nursingtimes.net/roles/learning-disability-nurses/managing-sleep-disturbances-in-children-with-learning-disabilities-22-03-2005/
Davies, L., Randle-Phillips, C., Russell, A., any Delaney, C. (2021). The relationship between adverse
interpersonal experiences and self-esteem in people with intellectual disabilities: The role of
shame, self-compassion and social support. Journal of applied research in intellectual
disabilities JARID, 34(4), 1037–1047. https://doi.org/10.1111/jar.12844
DeGryze, Langhans, and Vandebroek. Using the correct intervals for prediction: a tutorial on tolerance intervals of ordinary least-squares regression. Chemometrics and Intelligent Laboratory Systems, 87(2):147–154, 2007.
Ehmke, R., and Phillips, L. (2016, March 2). Supporting the emotional needs of kids with learning disabilities. Child Mind Institute. https://childmind.org/article/supporting-the-emotional-needs-of-kids-with-disabilities/
Hahn and Meeker. Statistical Intervals, A Guide for Practitioners. 1991.
Haigh, A., Lee, D., Shaw, C., Hawthorne, M., Chamberlain, S., Newman, D. W., Clarke, Z., and Beail, N. (2013). What things make people with a learning disability happy and satisfied with their lives: an inclusive research project. Journal of applied research in intellectual disabilities : Journal of applied research in intellectual disabilities JARID, 26(1), 26–33. https://doi.org/10.1111/jar.12012
Jothi, S. A., and Anandaraj, S. (2017). Learning disabilities and self confidence of secondary
school students - a correlation analysis. Indian Journal of Applied Research, Volume 7
Issue 8.
Kenward and Roger. Small sample inference for fixed effects from restricted maximum likelihood.
Biometrics, 53(3):983–997, 1997.
Landgraf, A. (2013) "Under Pressure : Self-Compassion as a Predictor of Task Performance and
Persistence". UNF Graduate Theses and Dissertations. 453.
https://digitalcommons.unf.edu/etd/453
Lyubomirsky, S., and Lepper, H. (1999). A measure of Subjective happiness: Preliminary Reliability and construct Validation. Social Indicators Research, 46, 137-155. The original publication is available at www.springerlink.com.
Lyubomirsky, S. (2020). Subjective Happiness Scale (SHS). https://edtechbooks.org/-QgR
Manavipour, D., and Saeedian, Y. (2016). The role of self-compassion and control belief about learning in university students’ self-efficacy. Journal of Contextual Behavioral Science, 5(2), 121–126. https://doi.org/10.1016/j.jcbs.2016.02.003
Muthusamy, K., and Sahu, J.K. (2020). Specific Learning Disability in India: Challenges and Opportunities. Indian Journal of Pediatrics 87, 91–92. https://doi.org/10.1007/s12098-019-03159-0
Moussa, N. M., and Ali, W. F. (2022). Exploring the Relationship Between Students' Academic Success and Happiness Levels in the Higher Education Settings During the Lockdown Period of COVID-19. Psychological reports, 125(2), 986–1010. https://doi.org/10.1177/0033294121994568
Narasimhan, U., Anitha, F. S., and Battula, M., Jr (2020). Specific Learning Disability Unmasked
by Psychophysiological Insomnia. Cureus, 12(3), e7480.
https://doi.org/10.7759/cureus.7480
Neff, K. D., Bluth, K., Tóth-Király, I., Davidson, O., Knox, M. C., Williamson, Z., and
Costigan, A. (2021). Development and validation of the Self-Compassion Scale for Youth.
Journal of personality assessment, 103(1), 92-105.
Nemati, S., Gargari, R. B., and Erfani, S. (2021). Academic well-being and self- compassion in students with and without specific learning disability. Journal of Learning Disabilities, 11(1), 64–79. https://doi.org/10.22098/jld.2021.6231.1663
Oberoi, G. (2022) Learning disabilities - What, why and how? UNESCO MGIEP. Retrieved July 21, 2023, from https://mgiep.unesco.org/article/learning-disabilities-what-why-and-how
Pallesen, S., Bjorvatn, B., Nordhus, I. H., Sivertsen, B., Hjørnevik, M., and Morin, C. M. (2008). A new scale for measuring insomnia: The Bergen Insomnia Scale. Perceptual and Motor Skills, 107(3), 691–706. https://doi.org/10.2466/PMS.107.7.691-706
Raes, F., Pommier, E., Neff,K. D., and Van Gucht, D. (2011). Construction and factorial validation of a short form of the Self-Compassion Scale. Clinical Psychology & Psychotherapy. 18, 250-255.
Rethinking childhood disabilities - Happiness vs healthiness. (2014, March 19). Melbourne Child Psychology & School Psychology Services. https://www.melbournechildpsychology.com.au/blog/rethinking-disability/
Shirani, S., Hoseinpour, M., and Azad, M. A. (2020). Effectiveness of teaching self-compassion on subjective vitality and loneliness feeling in students with Learning Disability. Empowering Exceptional Children, 11(1), 85–73. https://doi.org/10.22034/ceciranj.2020.155168.1074
Service, D. N. (2012, November 21). Building confidence in learning-disabled children. DH News Service. https://www.deccanherald.com/content/293475/building-confidence-learning-disabled-children.html
Sleep problems — CAMHS. (n.d.). CAMHS. Retrieved July 21, 2023, from Stuntzner, S. (2014). Compassion & self-compassion: Exploration of utility as potential components of the rehabilitation counseling profession. Journal of Applied Rehabilitation Counseling, 45(1), 37–44. https://doi.org/10.1891/0047-2220.45.1.37
Valli, S. (2021, June 15). Disability and happiness. Allfie. https://www.allfie.org.uk/news/blog/disability-and-happiness/
Wiggs, L. D. (2012). Sleep disturbances and learning disability (mental retardation). Oxford University Press. http://dx.doi.org/10.1093/oxfordhb/9780195376203.013.0038
Wiggs, L., and Stores, G. (1996). Severe sleep disturbance and daytime challenging behaviour in children with severe learning disabilities. Journal of intellectual disability research : JIDR, 40 ( Pt 6),
–528. https://doi.org/10.1046/j.1365-2788.1996.799799.x
Willoughby, D. and Evans, M.A. (2019), Self-Processes of Acceptance, Compassion, and Regulation of Learning in University Students with Learning Disabilities and/or ADHD. Learning Disabilities Research & Practice, 34: 175-184. https://doi.org/10.1111/ldrp.12209
Zhao Y, Zheng Z, Pan C and Zhou L (2021) Self-Esteem and Academic Engagement Among Adolescents: A Moderated Mediation Model. Frontiers in Psychology. 12:690828. doi: 10.3389/fpsyg.2021.690828
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Indian Journal of Clinical Psychology
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
