Author Information
Tat Thien Do, Ho Chi Minh City University of Education, VietnamVan Son Huynh, Ho Chi Minh City University of Education, Vietnam
Quan Hong Bui, Ho Chi Minh City University of Education, Vietnam
Khuong Vinh Nguyen, Ho Chi Minh City University of Education, Vietnam
Thanh Nghia Lam, Ho Chi Minh City University of Education, Vietnam
Xuan Quynh Ngoc Nguyen, Ho Chi Minh City University of Education, Vietnam
Abstract
Self-compassion has emerged as a key psychological resource that helps adolescents navigate emotional challenges and school-related stress. Despite increasing international attention, empirical research on self-compassion among early adolescents in Vietnam remains limited. This study aims to examine the overall level and subcomponent profile of self-compassion in Vietnamese lower secondary school students and to explore differences based on gender, grade level, family socioeconomic status, and academic achievement. A total of 385 students (grades 6–9) from public schools in Ho Chi Minh City participated in the study. The Vietnamese version of the Self-Compassion Scale for Youth (SCS-Y; Neff et al., 2021) was administered. Data were analyzed using descriptive statistics, Pearson correlations, independent samples t-tests, and one-way ANOVA to explore patterns and group differences. The findings revealed that students reported moderate levels of self-compassion, with positive subcomponents (common humanity, mindfulness, and self-kindness) scoring significantly higher than negative ones (self-judgment, over-identification, and isolation). Gender differences were significant, with male students reporting higher self-compassion than females (p < .01). Grade-level differences emerged only in self-judgment, with older students exhibiting lower self-criticism. No statistically significant differences were found in overall self-compassion by family socioeconomic status or academic performance. Vietnamese adolescents demonstrate a relatively balanced self-compassion profile, with strengths in mindfulness and common humanity. The findings highlight the importance of incorporating gender-sensitive and developmentally appropriate interventions to foster self-compassion during adolescence. Educational and psychological support systems should consider integrating self-compassion training to promote emotional resilience in school environments.
Paper Information
Conference: IICAH2026Stream: Humanities - Teaching and Learning
This paper is part of the IICAH2026 Conference Proceedings (View)
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To cite this article:
Do T., Huynh V., Bui Q., Nguyen K., Lam T., & Nguyen X. (2026) Exploring Self-Compassion in Early Adolescents: Evidence From a Vietnamese Urban School Sample ISSN: 2432-4604 – The IAFOR International Conference on Arts & Humanities – Hawaii 2026 Official Conference Proceedings (pp. 131-146) https://doi.org/10.22492/issn.2432-4604.2026.11
To link to this article: https://doi.org/10.22492/issn.2432-4604.2026.11
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