Differences in the Effects of Self- Compassion Subdomains on Emotion Regulation among Nursing Students in Indonesia
Main Article Content
Abstract
Nursing students experience substantial pressure from academic and clinical demands, making them vulnerable to emotional difficulties. Emotion regulation is therefore essential for maintaining psychological functioning, with self-compassion having been identified as a potential protective factor. However, the subdomains of self-compassion may exert varying effects on emotion
regulation. Theory suggests that negative components, such as self-judgement and isolation, intensify self-criticism and perceived disconnection, thereby disrupting adaptive emotional processing. This study examined the varying effects of self-compassion subdomains on emotion regulation among Indonesian undergraduate nursing students. A cross-sectional survey was conducted with
162 students from two private universities in Central Java using the Self-Compassion Scale and the Emotion Regulation Questionnaire (ERQ). Emotion regulation was assessed using the ERQ’s cognitive reappraisal and expressive suppression subscales, with a composite ERQ score being used as the primary outcome. Self-compassion was measured through its six subdomains and analysed as predictors. Data were analysed using Spearman’s correlation and multivariate logistic regression. Total self-compassion showed no significant association with emotion regulation (ρ = −0.011, p = 0.890). However, self-judgement (ρ = −0.312, p < 0.001) and isolation (ρ = −0.355,
p < 0.001) demonstrated a significant negative correlation with emotion regulation. A reduced regression model including these subdomains significantly predicted lower emotion regulation (ΔΧ² = 27.112, p < 0.001; Nagelkerke R² = 0.206; area under the curve = 0.715). These findings indicate that self-compassion is a multidimensional construct and that specific negative subdomains can impair
emotion regulation. Integrating self-compassion training and structured peer support mechanisms into nursing curricula may strengthen students’ emotion regulation in demanding academic and clinical environments.
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