Sat, Sep 5, 2026
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1- Zanjan University of Medical Sciences
2- Department of Psychology, University of Kurdistan
3- Zanjan University of Medical Sciences ,DR.emousavi@zums.ac.ir
2- Department of Psychology, University of Kurdistan
3- Zanjan University of Medical Sciences ,
Abstract: (7 Views)
Background & Objective: Medical sciences students are often exposed to educational and clinical situations that involve observation, evaluation, communication, and performance. These situations may be challenging for students with Social Anxiety Disorder (SAD), which is characterized by fear of negative evaluation and avoidance of social or performance situations. The present study aimed to investigate the relationship between self-compassion, self-reflection, insight, and social anxiety among medical sciences students with SAD, focusing on the mediating role of self-compassion.
Materials & Methods: This descriptive study employed path analysis. The study population consisted of medical sciences students with SAD. A total of 130 participants were selected through convenience sampling after completing a screening questionnaire. Eligible participants then underwent structured clinical interviews, and the diagnosis of SAD was confirmed using SCID-I and SCID-II. Data were analyzed using Pearson correlation and path analysis with SPSS/AMOS version 26.
Results: The findings showed that insight had a significant direct effect on self-compassion (β = 0.33, p = 0.002) and social anxiety (β = -0.19, p = 0.008). Self-compassion also mediated the relationship between self-reflection and social anxiety (β = 0.13, p = 0.005), as well as the relationship between insight and social anxiety (β = -0.16, p = 0.004). Overall, the results indicated that self-compassion played an important mediating role in the proposed model.
Conclusion: The findings suggest that self-reflection and insight may influence social anxiety through self-compassion among medical sciences students. Since social anxiety can affect students’ participation in educational and clinical settings, strengthening self-compassion may be useful in supporting students’ adaptation to learning environments and improving their educational functioning.
Materials & Methods: This descriptive study employed path analysis. The study population consisted of medical sciences students with SAD. A total of 130 participants were selected through convenience sampling after completing a screening questionnaire. Eligible participants then underwent structured clinical interviews, and the diagnosis of SAD was confirmed using SCID-I and SCID-II. Data were analyzed using Pearson correlation and path analysis with SPSS/AMOS version 26.
Results: The findings showed that insight had a significant direct effect on self-compassion (β = 0.33, p = 0.002) and social anxiety (β = -0.19, p = 0.008). Self-compassion also mediated the relationship between self-reflection and social anxiety (β = 0.13, p = 0.005), as well as the relationship between insight and social anxiety (β = -0.16, p = 0.004). Overall, the results indicated that self-compassion played an important mediating role in the proposed model.
Conclusion: The findings suggest that self-reflection and insight may influence social anxiety through self-compassion among medical sciences students. Since social anxiety can affect students’ participation in educational and clinical settings, strengthening self-compassion may be useful in supporting students’ adaptation to learning environments and improving their educational functioning.
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