نموذج مقترح للدور الوسيط للتعاطف الذاتي وصعوبات تنظيم الإنفعال في العلاقة بين اليقظة العقلية والمرونة الأكاديمية لدى طلاب الصف الثالث الإعدادي ذوي صعوبات التعلم
Kind self-compassion towards oneself as part of mindfulness alert is an important determiner of resilience. Moreover, in order to adapt to negative life situations, emotion regulation and positive emotional activation were also identified as facilitators to deal with these difficult situations which are also important experiences emphasized in the exercise of mindfulness. The purpose of this study was to test proposed model for the mediating role of self-compassion and emotion control difficulties in the relationship between mindfulness alert and academic resilience of third-year intermediate school students with learning difficulties. 320 students with learning disabilities participated. It was found that mindfulness alert was positively and directly related to self-compassion. Also, mindfulness alert was also found to be negatively and significantly related to emotion regulation difficulties. It was indicated a negative significant relationship between self-compassion and emotion control difficulties. Self-compassion was directly related to resilience. Difficulties in emotion regulation were directly related to resilience. It was found that mindfulness alert was indirectly related to resilience through the mediating effect of self-compassion. Mindfulness alert had an indirect relation to resilience through difficulties in emotion regulation. (Published abstract)