Abstract
College students experienced academic hardships while completing online courses during the COVID-19 pandemic. As such, there is a need to investigate the generation status, computer-mediated communication competence (CMC), and active learning of college students. This study focused on examining the generation differences of students in relation to their active learning, self-compassion, and gratitude. This study also examined gratitude and self-compassion as mediators of the relationship between CMC and active learning. A cross-sectional, convenience sample of 429 college students was obtained from a public institution. Findings demonstrated that first-generation students reported higher self-compassion and active learning than other generations students. Additionally, missing graded assignments had a significant effect on first-generation students’ CMC, and CMC positively predicted their active learning. Further, gratitude and self-compassion mediated the positive relationship between CMC and active learning. Recommendations and implications are also offered to stakeholders in higher education.
Similar content being viewed by others
Introduction
During the COVID-19 pandemic, students in higher education experienced many hardships because of the sudden shift to online learning. Face-to-face courses transitioned into a variety of online modalities through videoconferencing technologies such as Zoom, Microsoft Teams, and WebEx (Verde & Valero, 2021). Though Zoom and Microsoft Teams are widely used for online collaboration, for those unfamiliar with the platform, WebEx is a similar cloud-based, communication technology with tools such as video conferencing, screen sharing, messaging, and lecture capture (Cisco, 2025). With this in mind, computer-mediated communication competence (CMC) skills became essential. CMC can be defined as sending and receiving messages via e-mail, instant messaging, chat rooms, discussion boards, videoconferencing, etc. (Thurlow et al., 2004). Because the COVID-19 pandemic may have exacerbated the challenges faced by students (including first-generation students), examining positive psychological constructs such as gratitude and self-compassion, in relation to CMC and active learning, may be beneficial. Gratitude has been shown to help young adults display positive feelings toward learning (Froiland, 2018). Studies have also shown that self-compassion is associated with reduced self-presentation, but this construct also increases student communication and learning behavior (Long & Neff, 2018; Wagner et al., 2017). A gap in the current literature is that it is not clear what positive characteristics (gratitude and self-compassion) mediate the relationships between CMC and active learning among undergraduate students in the online learning environment. Moreover, it is important to examine these constructs during the time of the COVID-19 pandemic because findings can provide insights into students’ positive characteristics in relation with their active learning that can inform future public health preparedness policies and response capabilities for future pandemic outbreaks in higher education and society at large (Nguyen et al., 2023). Examining self-compassion and gratitude during the pandemic can also inform strategies to mitigate negative education and mental health effects among students in future crisis events (Clabaugh, Duque, & Fields, 2021; Fan et al., 2024). CMC findings from the pandemic also remain relevant in higher education, given the increase of online course offerings using digital technologies, which places an expectation to improve student engagement in online learning environments (Filho et al., 2024; Mineshima-Lowe et al., 2023). Therefore, to contribute to the literature base, this study has two objectives. First, examine the generation differences in active learning, self-compassion, and gratitude. Second, examine the mediating effect of gratitude and self-compassion on the relationship between CMC and active learning during the COVID-19 pandemic.
Theoretical frame and prior research base
Generation differences
Generation status refers to the designation of a student based on their parents’ experiences in higher education. As defined by the Higher Education Acts of 1965 and 1998, a first-generation college student is an individual whose parents do not hold a bachelor’s degree. However, research on this student population points to the existence of a wide variety of definitions that can make generalizing results or comparisons of first-generation college students challenging (Ward et al., 2012). Therefore, it is recommended that researchers on the topic should detail their operation of the term in research application (Peralta & Klonowski, 2017). For analysis of prior studies and examination in this study, first-generation will be defined as those students whose parents have no post-secondary educational experience (Redford et al., 2018). All other students who do not fall under this designation were considered as being of a differing generation. Searches of existing literature to inform the current work consisted of terms that involved Redford et al.’s (2018) conception of first-generation in college status, and the constructs of active learning, self-compassion, and gratitude.
As a form of instruction, active learning has been shown to be effective at closing achievement gaps with first-generation college students (Eddy & Hogan, 2014). The benefits of active learning for those who are the first in their family to experience college “seem to be connected to the students” through a sense of belonging, which active learning encourages through peer discussion, team projects, small group interactions, and other related activities (Sanacore & Palumbo, 2016, p. 27). Although not a one-size-fits-all approach, active learning, when coupled with block teaching (Winchester et al., 2021) or the explicit teaching of metacognition (Mutambuki et al., 2020), has been shown to improve course performance and reduce barriers to disadvantaged students. However, Hood et al. (2020) noted that active learning techniques tended to invoke anxiety among first-generation study participants, who also anticipated lower performance and final grades, and saw decreases in their academic self-efficacy upon course conclusion. These authors suggest that although there is value in incorporating active learning, instructors must be cognizant of the influence, and emotional reactions, instruction of this type may induce on disadvantaged or first-generation students (Hood et al., 2020).
Evidence from the current literature on first-generation students suggests interventions be undertaken by higher education stakeholders that promote self-compassion to ease college adjustment (Kroshus et al., 2021; Scott & Donovan, 2021; Wang et al., 2023). Self-compassion is defined as being kind towards the self, seeing shared commonalities with others, and being mindful of the present moment when dealing with distressful experiences (Neff, 2016). Much of this research centers on building social systems that aid first-generation college students. For example, Scott and Donovan (2021) found that self-compassion was positively related to college adjustment and also found that first-generation college students experience a lack of familial support. These authors suggested that higher education institutions create programming for families to understand college life to support their students. Kroshus et al. (2021) determined that self-compassion was the strongest predictor of a successful college transition. Implications from these findings resulted in the provision that higher education programming for students should not only focus on fostering self-compassion, but should also work on limiting sources of chronic stress (Kroshus et al., 2021). In working with Chinese first-generation college students, Wang et al. (2023) posited that students’ developed trust in others contributed to improvements in self-compassion and assisted in navigating difficulties experienced in the college environment.
Although research exists regarding the importance of gratitude for college student success (Biber & Brandenburg, 2021; Miley & Spinella, 2006), exploration specifically with first-generation students is limited. In their holistic, qualitative approach to first-generation college students, Garrison and Gardner (2012) found that these students “displayed subtle but notable levels of gratitude towards both their current circumstances and for particular instances in the past” (p. 44) and that this virtue, along with others, can serve first-generation students well. In exploring well-being outcomes during the COVID-19 pandemic with general college-age students, Datu and Fincham (2021) found that gratitude might serve as a resource to combat the negative mental health effects experienced during unprecedented times. However, the partial and broad literature involving gratitude and first-generation college students warrants the need to study the impact of this construct on this population of students.
Considering the past literature, studies have investigated the constructs of self-compassion, gratitude, and active learning in relation to first-generation college status. However, a limitation of prior studies is that these findings are compartmentalized and often do not explore these ideas in a related way. Further, there is a need for exploration of these variables in the context of online or virtual learning, where active learning and CMC exist. A study of these constructs is also warranted, given the proliferated use of online course delivery methods due to and following the COVID-19 pandemic. As such, the present research study will contribute to prior literature by examining generation differences in relation to active learning, self-compassion, and gratitude by examining the following research questions.
RQ1: Are there generation differences in active learning?
RQ2: Are there generation differences in self-compassion?
RQ3: Are there generation differences in gratitude?
RQ4: Are there generation differences in CMC?
CMC and active learning
CMC processes are essential to active learning. College students spend a lot of their time communicating using technology and the Internet. For instance, studies have found that 58.5% to 97.5% of university students use technology in the classroom (Dontre, 2020; Hayashi & Nenstiel, 2019). These technological communicative behaviors strengthen their face-to-face interactions, such as speaking and listening during class, which can enhance their learning potential and participation (Côté & Gaffney, 2021). It is through CMC that students can engage in active learning activities such as discussing in groups, interacting with other learners, writing assignments, and evaluating their peers (Hamann et al., 2009; Zembylas & Vrasidas, 2007). Active learning occurs in both online and hybrid learning environments through both synchronous (e.g., live chats) and asynchronous (e.g., discussion board posts) learning activities (Wise et al., 2012). In a hybrid course intervention using live WebEx video conferencing, four active learning styles were enhanced; that is activist, pragmatist, theorist, and reflector (Wichadee, 2013). In courses where CMC is used as a means of providing social support in hybrid learning environments, students engaged in active learning activities, including public speaking, preparation, and written reports, which enabled the active learning process (Saglam, 2021). CMC has also been found to have positive effects on students’ learning outcomes such as digital reading performance (Hu & Yu, 2023), written communication (Zenouzagh et al., 2023), and foreign language participation and competence (Ajabshir, 2019). Despite these findings from the literature, no study has empirically examined the relationship between CMC and students’ active learning. This relationship is expected given that studies have found that active learning occurs through CMC. As such, the following hypothesis will be examined.
H1: CMC relates positively to active learning.
The mediating effects of gratitude and self-compassion
Gratitude as a mediator
Prior studies have examined the interrelationships between gratitude, CMC, and active learning. It is through CMC that gratitude can be expressed in a variety of communication channels such as tablets, mobile phones, and computers (Köylü, 2017). Gratitude can be expressed in mediated contexts through speech acts such as the use of emoticons, words, and phrases through discussion boards, chats, and forums (Köylü, 2017). In virtual reality environments, gratefulness has been induced through helping behaviors, and it triggers positive interpersonal effects such as warmth, closeness, and social support intentions (Collange & Guegan, 2020). Another study used a virtual platform of volunteerism and found that communicating messages about being grateful led to a higher sense of relatedness in comparison to those who did not express gratitude (Naqshbandi et al., 2020). An intervention study explored online gratefulness using the social media platform Facebook and found that autonomous motivation and cognitive engagement increased among those who practiced gratefulness in comparison to those who did not (Valdez et al., 2022).
Additionally, studies have also examined gratitude with students’ learning, for instance, an intervention involving text message reminders found that college students who practiced being grateful were more likely to be resilient in their learning than those who did not receive reminders (Wilson, 2016). By practicing gratitude, students reported experiencing lower levels of stress, which enabled them to engage in active learning pursuits such as studying (Wilson, 2016). Gratitude has also been shown to be positively related to learning outcomes measured by high-grade point average (GPA), course engagement, social integration, and overall persistence (Mofidi et al., 2015). In a course experiment, 103 students who reported high levels of gratitude from practicing this trait also indicated feeling positive emotions and experiencing active learning such as self-directed study in comparison to those with low levels of gratefulness (Noland et al., 2017). With gratitude, Mason (2020) found that first-year college students developed an active learning mindset that enabled them to engage in tasks of these types. In cross-sectional studies of university students, students with high levels of gratitude were also more resilient and performed better in academic ventures (Clarkson, 2020; Zainoodin et al., 2021). Gratitude served as a mediator in the relationship between forgiveness and life satisfaction of 396 college students (Aricioglu, 2016). Gratefulness has also been shown to mediate the relationship between belief in a just world and learning engagement among undergraduate students (Liu et al., 2023). This character trait also has a partial mediating effect between college students’ purpose in life and sharing behavior in their academic environments (Guo et al., 2023). The longitudinal relationship between school climate and prosocial behavior has also been explained by the positive mediation effects of gratitude (Li et al., 2023). With this literature in mind, we aim to extend prior scholarship by examining the mediating effect of gratitude on CMC and active learning among university students.
H2: Gratitude mediates the relationship between CMC and active learning.
Self-compassion as a mediator
Previous literature has examined the interrelationships between self-compassion, CMC, and learning outcomes. A study on Internet addiction among university students found that having low levels of self-compassion relates highly to being addicted to the Internet (Iskender & Akin, 2011). Self-compassion has also been shown to have positive effects, such as a reduction in self-injury when using online accounts to communicate with others (Sutherland et al., 2014) and a reduction of self-criticism in virtual reality contexts (Falconer et al., 2014). Studies have also found relationships between self-compassion and the use of social media among university students, such that those with high self-compassion when using social media are better able to address their academic and life challenges (Andersson, 2018; Boonlue, 2017). In particular, Andersson (2018) found a moderating effect of self-compassion on students’ Facebook social communication and their subjective well-being. Self-compassion has also been shown to encourage college students’ online prosocial behavior and subjective well-being (Zeng et al., 2023).
Researchers have examined self-compassion concerning academic outcomes, including learning. Neff et al. (2005) found a positive relationship between self-compassion and the mastery of learning goals, perceived competence, and intrinsic motivation. In another study by Shepherd and Cardon (2009), experiencing failure in academic settings can be overcome through self-compassion, enabling students to learn from their failures, and maintain motivation by trying similar academic tasks in the future. In a different study with university students, the three facets of self-compassion (self-kindness, common humanity, and mindfulness) positively related to the control belief for learning (Iskender, 2009). Similarly, Manavipour and Saeedian (2016) found a positive relationship between self-compassion (self-kindness) and control beliefs about learning. Among university students, self-compassion has also been shown to be positively related to self-concept, motivated strategies for learning, learning strategies, and self-efficacy for learning and performance (Tejpar, 2021). With high self-compassion, students are more likely to cope with desirable difficulties in the learning process in comparison to those with low self-compassion (Wagner et al., 2017). Another study also found that self-compassion had a positive effect on the perception of feedback in learning environments (Laudel & Narciss, 2023).
In terms of mediation, there is a need to investigate self-compassion in relation to CMC and active learning. Self-compassion has been shown to have a mediating effect between trait anxiety and smartphone attachments among undergraduate students (Hodes et al., 2022). In another cross-sectional study, it was found that self-compassion had a mediating effect on well-being and problematic smartphone use in university students (Uniyal & Shahnawaz, 2022). However, to extend this body of work by strengthening the relationship between CMC and active learning in university students, this study will contribute by examining the following hypothesis.
H3: Self-compassion mediates the relationship between CMC and active learning.
Methods
Participants
A total of 429 college student participants completed the questionnaire, including 27.7% male, 71.1% female, and 1.2% other. The mean age was 24.75 (SD = 8.37). The ethnic composition was 0.5% American Indian or Alaskan Native, 2.3% Asian, 4% Black or African American, 0.2% Native Hawaiian or Pacific Islander, 66% Caucasian/White, 20.8% Hispanic, and 6.1% Other. The classification included 11% freshman, 15% sophomore, 36.7% junior, and 37.4% senior. A total of 38.9% indicated being a first-generation student, and 92.3% indicated taking online courses during the pandemic. A total of 52% indicated missing any grading assignments. Of the students, 27.3% denoted being infected with COVID-19, and 11.2% were unsure.
Procedures
Upon Institutional Review Board approval at a regional, four-year public university in Texas (#2021.02.011), student participants were invited to contribute to the study via email using a convenience sampling approach as part of a larger higher education study. Inclusion criteria comprised being at least 18 years of age or older and an undergraduate student. A Qualtrics survey was distributed to undergraduate students and took approximately 25 minutes to complete. The survey contained questions that asked about students’ demographics and perceptions about their CMC, gratitude, self-compassion, and active learning (See Table 1).
Instrumentation
CMC. The CMC Competence instrument, developed by Spitzberg (2006) was used to measure CMC. The instrument consists of 18 items ranked from 1 (not at all true of me) to 5 (very true of me), with higher values indicating higher levels of CMC. Sample items included, “I enjoy communicating using computer media,” “I am very familiar with how to communicate through email and the Internet,” and “I know I can learn to use new CMC technologies when they come out.” The alpha coefficient of the instrument used in this study was .85.
Gratitude. Gratitude was measured using the Gratitude Questionnaire (GQ-6, McCullough et al., 2002). Six Likert-type items were ranked from 1 (strongly disagree) to 7 (strongly agree). Higher values indicated higher levels of gratitude. Sample items included, “I have so much in life to be thankful for,” “I am grateful to a wide variety of people,” and “If I had to list everything, I felt grateful for, it would be a very long list.” The alpha coefficient obtained from the sample in this study was .86.
Self-compassion. The Self-Compassion Short Form developed by Raes et al. (2011) was used to measure self-compassion. The 12 items were ranked based on frequency from 1 (almost never) to 5 (almost always), with higher values indicating higher levels of self-compassion. Sample items include, “I try to be understanding and patient towards those aspects of my personality I don’t like,” “When something painful happens I try to take a balanced view of the situation,” and “I try to see my failings as part of the human condition.” The alpha coefficient of the instrument used in this study was .85.
Active learning. Active learning was measured using Macaskill and Taylor’s (2010) Autonomous Learning Scale. The instrument includes 12 items ranked based on agreement from 1 (strongly disagree) to 5 (strongly agree), with higher values indicating higher levels of active learning. Sample items include, “I enjoy finding information about new topics of my own,” “I am open to new ways of doing familiar things,” and “I enjoy being set a challenge.” The alpha coefficient obtained from the sample in this study was .87.
Control variables. The control variables of this study included gender, ethnicity, generation status, classification, missed graded assignments, grade point average (GPA), online coursework completion, and COVID-19 infection.
Analysis
SPSS 22.0 was used to perform correlations, independent t-tests, a two-way ANOVA, and a hierarchical multiple regression. Given that variables were correlated, assumptions were tested to perform the multiple regression analysis. Hayes’ (2013) Process was used to run the parallel mediation model of this study using the 10,000 bootstrapping sampling technique. The model included CMC as the antecedent (X), gratitude as the first mediator (M1), self-compassion as the second mediator (M2), and active learning as the outcome variable (Y). See Fig. 1 for the theoretical parallel model.
Theoretical Parallel Mediation Model.
Results
Preliminary correlations
A summary of zero-order correlations of demographics and the main study variables is reported in Table 2.
Generation differences in GPA, gratitude, self-compassion, and active learning
An independent t-test analysis revealed that there were no generation differences in grade point average (GPA), t(427) = −1.78, p = 0.08, among first-generation (M = 3.27, SD = 0.62) and non-first-generation (M = 3.37, SD = 0.52) students. The independent t-test also revealed no significant differences in gratitude between first-generation (M = 5.77, SD = 1.22) and those who were not first-generation (M = 5.78, SD = 1.10) students, t(427) = −0.07, p = 0.94. Another independent t-test revealed generation differences in self-compassion, t(427) = 2.16, p < 0.05, such that first-generation students reported higher levels of self-compassion (M = 2.97, SD = 0.69) than did those who were not first-generation (M = 2.81, SD = 0.71), with a Cohen’s d of 0.23. A final independent t-test found generation differences in active learning, t(425) = 2.68, p < .01, such that first-generation students indicated higher levels of active learning (M = 3.98, SD = 0.62) than did those who were from a different generation (M = 3.82, SD = .59), with a Cohen’s d of .26.
Generation status and missed graded assignments on CMC
A two-way ANOVA examined the effect of generation status and missing graded assignments during the semester on their CMC. There was a statistically significant interaction between the effects of generation status and missed graded assignments on their CMC, F(1, 422) = 3.99, p < 0.05, η² = 0.01. A simple main effect analysis found that generation status influenced CMC, F(1, 422) = 10.78, p < 0.001. Another simple main effect analysis found that missed graded assignments had a significant effect on CMC, F(1, 422) = 3.99, p < 0.05. Results are displayed in Table 3.
CMC and active learning
A multiple regression was conducted to determine whether CMC was a predictor of active learning. The regression in the first block, with demographic variables entered into the model in relation to active learning, was significant, F(8, 399) = 8.42, p < 0.001, r²= .14, Δr²=0.13, with an effect size f² of 0.16. In the first block, generation status (β = −0.14, t(407) = −2.91, p < 0.01), missed graded assignments (β = 0.25, t(407) = 5.08, p < 0.001), and GPA (β = .16, t(407) = 0.16, p < 0.01) were found to explain a significant amount of the variance in active learning. However, gender, ethnicity, classification, online coursework, and COVID-19 infection were not related to active learning. The regression in the second block included control variables with the addition of CMC, and this model was significant, F(9, 398) = 10.65, p < .001, r²= 0.19, Δr²=0.18, with an f² of 0.23. After controlling for the control variables, CMC was shown to be a positive predictor of the variance in active learning (β = 0.23, t(407) = 4.96, p < 0.01); thereby supporting H1.
Parallel mediation model with gratitude and self-compassion as mediators
A parallel mediation analysis was conducted to test whether gratitude and self-compassion served as parallel mediators of the positive relationship between CMC and active learning. The regression coefficients for direct and indirect effects are provided in Table 4. CMC was positively related to gratitude (a1 = 0.20, p < .05) and self-compassion (a2 = .16, p < 0.01). Additionally, gratitude was positively related to active learning (b1 = 0.12, p < 0.001) with an effect size or r² of 0.20. Self-compassion was positively related to active learning (b2 = 0.17, p < 0.001), with an r² of .20. Additionally, CMC was positively related to active learning (c = 0.22, p < 0.001), r² = 0.09. Results from the analysis indicated that CMC was indirectly related to active learning given the correlation of gratitude and self-compassion. The 95% bias-corrected confidence interval based on 10,000 bootstrapping samples indicated that the indirect effect through gratitude, holding the other mediator constant, was above zero. Additionally, the indirect effect through self-compassion, holding the other mediator constant was also above zero. Therefore, both gratitude and self-compassion served as parallel mediators in the model, providing support for Hypotheses 2 and 3 (See Fig. 2).
Standardized path estimates for the parallel mediation analysis of gratitude and self-compassion.
Discussion
This study sought to contribute to the body of literature by examining generation differences in active learning, self-compassion, and gratitude in a university student sample. Additionally, this study examined mediation models through the investigation of gratitude and self-compassion as potential mediators of the positive relationship between CMC and active learning during the COVID-19 pandemic. Findings from this study will be discussed in relation to prior research findings.
Generation differences
Our findings found generation differences between self-compassion and active learning. First-generation students indicated being more self-compassionate during moments of distress in comparison to other generations. This finding is in line with prior self-compassion intervention effectiveness findings in higher education (Kroshus et al., 2021; Wang et al., 2023). Given that, first-generation students are the first to experience college education, first-generation students who struggle in the college environment may experience a positive buffer effect from self-compassion by practicing self-kindness to reduce stress and seek social support in times of need (Kroshus et al., 2021; Scott & Donovan, 2021). Additionally, first-generation students reported higher levels of active learning than other generations. This finding is inconsistent with Hood et al.’s (2020) conclusion that active learning practices may evoke anxiety and lower performance among first-generation students. One explanation posited could be that first-generation students may be receiving tailored academic retention programming in universities that may have helped them become more confident in learning new concepts and exploring new things during their college transition (Schelbe et al., 2019). It is possible that first-generation students experience a variety of challenges in their college experience; however, because they are encountering a new environment, this may enable them to be open to learning new information (Soria & Stebleton, 2012).
However, in this study, no generation differences were found in gratitude. To date, this is the first study that examines gratitude among first-generation students; however, no evidence was found regarding differences in gratitude in comparison to non-first-generation students. Prior qualitative studies have highlighted the gratitude experiences of first-generation students in relation to their well-being (Datu & Fincham, 2021; Garrison & Gardner, 2012), which indicated that first-generation students may experience this trait. However, with this finding, there were no gratitude differences across generations for participants in this study. Based on this finding, it is suggested that perhaps gratitude needs to be taught through interventions or workshops to nurture first-generation students’ disposition and help their self-identity during their development while at college.
Another finding suggested that generation status and missed graded assignments had a main effect on CMC. In that regard, non-first-generation student participants who had fewer or no missed grade assignments were more likely to have high CMC than their first-generation study peers. As a possible explanation of this result, non-first-generation students may be familiar with using communication media and technology through K-12 education and may have higher digital equity access than first-generation students, and for this reason, may have developed greater CMC (Morreale et al., 2014). Additionally, these findings are consistent with a prior study that found that first-generation students are often unclear of professors’ expectations, such as assignment criteria and submission deadlines, which can explain their lack of completion of assignments (Collier & Morgan, 2008). As such, generation status and missed assignments may play a role in students’ CMC.
CMC and active learning
Our study found evidence that CMC related positively to students’ active learning. This finding is consistent with prior research that has found that students devote much of their time communicating through technology (Dontre, 2020; Hayashi & Nenstiel, 2019). When engaging in CMC in online learning environments, students may engage in the active learning process (Hu &d Yu, 2023; Saglam, 2021). With increased CMC opportunities, students may also interact effectively with their peers and instructors, whether synchronously or asynchronously (Wise et al., 2012). However, it could also be the case that students who do not engage in CMC may be less engaged in their courses, which may reduce their learning potential.
Gratitude as a mediator
Further, this study found that gratitude had a mediating effect on the positive relationship between CMC and active learning for students participating in this research. When students displayed high gratitude, they indicated using communication technologies in their courses, which could enhance their active learning. In fact, prior research has found that students express gratitude when they communicate electronically in the virtual learning environment (Köylü, 2017), and through the expression of gratitude, students are more likely to achieve positive learning outcomes (Mofidi et al., 2015). Because gratitude has been linked to prosocial and sharing behaviors (Guo et al., 2023; Li et al., 2023), these characteristics may make students more likely to engage in CMC, which in turn, enhance their active learning opportunities.
Self-compassion as a mediator of CMC and active learning
Lastly, our study also found that self-compassion was a mediator of the relationship between CMC and active learning. With this finding, it is suggested that having high self-compassion may help students overcome academic challenges (Andersson, 2018; Boonlue, 2017) as they emerge through interactions with technology, and this can help students maintain active learning in their courses. On the other hand, those with low self-compassion may be placed at a disadvantage because they may not be able to cope with potential negative virtual experiences in the academic learning environment when engaging in CMC (Falconer et al., 2014; Hodes et al., 2022; Sutherland et al., 2014), which may negatively impact their active learning prospects.
Conclusion
Our study demonstrated generation differences in relation to self-compassion and active learning for study participants. This suggest that to support first-generation students, nurturing their self-compassion may assist in overcoming difficulties during a public crisis event such as the COVID-19 pandemic and rewarding the active learning process. This study also found that missed graded assignments had an effect on students’ CMC. In a practical sense, identifying struggling students who miss assignments may help instructors ensure that they communicate in online learning environments. Also, CMC positively related to college students’ active learning for students in this study, suggesting that fostering a community with open communication can encourage students’ learning experiences. Positive psychological characteristics such as gratitude and self-compassion mediated the relationship between CMC and active learning. This finding can lead to the future development of student training programs and workshops relating to gratitude and self-compassion, which can assist in better communication and learning in higher education.
Implications, limitations, and suggestions for further research
The findings of this study yield several implications for practice. This study demonstrated that first-generation students indicated being more competent in active learning and self-compassion than did those who identified as non-first-generation students. Higher education institutions may provide academic support and self-compassion workshops, and training programs to first-generation college students to increase their personal and academic development, which may increase their retention and academic success (Póka et al., 2024). Also, given that first-generation students struggled with CMC and completing their assignments, it is important to provide these individuals with sufficient technological trainings and computer access to enable effective technological interactions with their professors and peers. Also, first-generation students may be provided with the tools needed to develop and succeed, such as setting up weekly assignment reminders and the encouragement to attend student success seminars that focus on self-discipline and time management to assist with on-time assignment completion during a regular semester period. Our findings may also be relevant to international institutions given the percentage of first-in-family university students, which suggests that international educators can better support their students’ technological and academic needs by connecting students to communication technology and digital resources, offering online learning platform tutorials, and promoting respectful digital communication course policies in the classroom environment (Timotheou et al., 2023).
Additionally, because there was partial support of the mediation (gratitude and self-compassion) on the relationship between CMC and active learning, it is worthwhile for educators to investigate strategies, such as journaling, to help students develop gratitude and self-compassion in the online classroom (Williamson & Blackhart, 2021) or when presented with educational challenges such as failing an assignment, or coping with distressing public crises events such as the COVID-19 pandemic (MacDonald & Neville, 2023). Course activities, such as showing meditation videos on gratitude and self-compassion and facilitating breathwork exercises can develop these characteristics to assist students in the active learning process (Strohmaier et al., 2022).
While this study yielded valuable implications, several limitations of this study must be discussed. A limitation was the use of a convenience, cross-sectional sampling approach, which limits the generalizability and causality of the findings. To overcome this limitation, future researchers may conduct research that employs a longitudinal method using a stratified sampling approach to effectively randomize the sample and to identify the long-term causality effects of gratitude and self-compassion on relevant outcomes. Another limitation was the emphasis on undergraduate-level students at a four-year, public institution in Texas, which also limits the generalizability of the findings. Future studies may consider examining graduate-level students and different types of institutions such as 2-year institutions and private four-year institutions, across the United States.
Furthermore, the sole focus on quantitative methods is also a limitation of this study. Future work may consider adopting qualitative such as student focus groups and interviews to identify relevant themes given their psychosocial and computer-based experiences with active learning and communication. While this study focused on only two valuable psychological variables, there may be other relevant constructs that may expand our current mediation models. For instance, future research may consider examining other mediating variables such as self-efficacy, trust, and personality. Additional student learning outcomes such as course engagement, student-instructor communication, and academic performance, can also be examined.
Recommendations for further study from this work include investigating the constructs of active learning, CMC, gratitude, and self-compassion with other groups that have a history of post-secondary educational barriers, such as low-income students. In a similar vein, higher education students who originate from rural areas would be another population for further investigation considering CMC given the disparities that exist in these contexts regarding home Internet access among rural secondary youth (National Center for Education Statistics, 2023). Specific to the technology, future studies on CMC and active learning may examine other factors such as cultural context, motivation, accessibility, social presence and platform features.
Data availability
Data of this study protects participants’ information and for reason data are available upon reasonable request to the corresponding author.
References
Ajabshir ZF (2019) The effect of synchronous and asynchronous computer-mediated communication (CMC) on EFL learners’ pragmatic competence. Comput Hum Behav 92(1):169–177. https://doi.org/10.1016/j.chb.2018.11.015
Andersson M (2018) Examining Facebook use, self-compassion and its interactions with subjective well-being. Master’s Thesis, Umea Universitet. https://www.diva-portal.org/smash/get/diva2:1278453/FULLTEXT01.pdf
Aricioglu A (2016) Mediating the effect of gratitude in the relationship between forgiveness and life satisfaction among university students. Int J High Educ 5(2):275–282. https://doi.org/10.5430/ijhe.v5n2p275
Biber DD, Brandenburg G (2021) Understanding gratitude, curiosity, and life satisfaction in college. J Interdiscip Stud Educ 10(2):65–80. https://ojed.org/index.php/jise/article/view/2404
Boonlue T (2017) Self-compassion, psychological resilience and social media use in Thai and British higher education students, Dissertation, Northumbria University. https://nrl.northnumbria.ac.uk/36142/
Cisco (2025, March) WebEx suite: All-in-one AI-powered collaboration. https://www.webex.com/ Accessed January 15, 2024
Clabaugh A, Duque JF, Fields LJ (2021) Academic stress and emotional well-being in the United States college students following onset of the COVID-19 pandemic. Front Psychol 12(1):628787. https://doi.org/10.3389/fpsyg.2021.628787
Clarkson RK (2020) The effect of gratitude on life satisfaction and perceived academic performance of psychology students. Dissertation, The University of Waikato. https://hdl.handle.net/10289/13867
Collange J, Guegan J (2020) Using virtual reality to induce gratitude through virtual social interaction. Comput Hum Behav 113(1):1–11. https://doi.org/10.1016/j.chb.2020.106473
Collier PJ, Morgan DL (2008) Is that paper really due today? Differences in first-generation and traditional college students’ understandings of faculty expectations. High Educ 55(1):425–446. https://doi.org/10.1007/s10734-007-9065-5
Côté S, Gaffney C (2021) The effect of synchronous computer-mediated communication on beginner L2 learners’ foreign language anxiety and participation. Lang Learn J 49(1):105–116. https://doi.org/10.1080/09571736.2018.1484935
Datu JAD, Fincham FD (2021) Gratitude, relatedness needs satisfaction, and negative psychological outcomes during the COVID-19 pandemic: A short-term longitudinal study. J Clin Psychol 78(1):2525–2537. https://doi.org/10.1002/jclp23364
Dontre AJ (2020) The influence of technology on academic distraction: A review. Hum Behav Emerg Technol 3(1):379–390. https://doi.org/10.1002/hb3.2.229
Eddy SL, Hogan KA (2014) Getting under the hood: How and for whom does increasing course structure work? CBE - Life Sci Educ 13(1):453–468
Falconer CJ, Slater M, Rovira A, King JA, Gilbert P, Antley A, Brewin CR (2014) Embodying compassion: A virtual reality paradigm for overcoming excessive self-criticism. PLOS One 9(11):1–7. https://doi.org/10.1371/journal.pone.0111933
Fan Q, Hu W, Han X, Henderson SL, Geng Y (2024) Understanding and mitigating negative affect in preventative health behaviors: Evidence from the COVID-19 vaccination process. J Health Psychol 1(1):1–14. https://doi.org/10.1177/13591053241242526
Filho WL, Salvia AL, Beynaghi A et al. (2024) Digital transformation and sustainable development in higher education in a post-pandemic world. Int J Sustain Dev World Ecol 31(1):108–123. https://doi.org/10.1080/13504509.2023.2237933
Froiland JM (2018) Promoting gratitude and positive feelings about learning among young adults. J Adult Dev 25(4):251–258. https://doi.org/10.1007/s10804-018-9294-0
Garrison NJ, Gardner DS (2012) Assets first generation college students bring to the higher education setting. In: Refereed Proceedings, Association for the Study of Higher Education Annual Conference, Las Vegas, NV., USA
Guo Y, Luo S, Tan Y (2023) The association between purpose in life and knowledge sharing behavior among Chinese university students: The mediating effects of gratitude. Psychol Sch 60(8):3090–3102. https://doi.org/10.1002/pits.22903
Hamman K, Pollock PH, Wilson BM (2009) Learning from “listening” to peers in online political science classes. J Pol Sci Educ 5(1):1–11. https://doi.org/10.1080/15512160802612011
Hayashi Y, Nenstiel JN (2019) Media multitasking in the classroom: Problematic mobile phone use and impulse control as predictors of texting in the classroom. Curr Psychol 40(1):4500–4506. https://doi.org/10.1007/s12144-019-00395-7
Hayes AF (2013) Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Press, New York
Hodes LN, Oosthuizen J, Henry M, Thomas KGF (2022) Smartphones and psychosocial development: Self-compassion mediates the association between trait anxiety and smartphone attachment in digital natives but not digital immigrants. Dev South Afr 39(4):558–574. https://doi.org/10.1080/0376835X.2021.2003757
Hood S, Barrickman N, Djerdjian N et al. (2020) Some believe, not all achieve: The role of active learning practices in anxiety and academic self-efficacy in first-generation college students. J Microbiol Biol Educ 21(1):1–11. https://doi.org/10.1128/jmbe.v2lil.2075
Hu J, Yu H (2023) Impact of extracurricular synchronous and asynchronous computer-mediated communication between students and teachers on digital reading performance: Evidence from 53 countries/region. Educ Info Technol 28(1):1559–1586. https://doi.org/10.1007/s10639-022-11223-0
Iskender M (2009) The relationship between self-compassion, self-efficacy, and control belief about learning in Turkish university students. Soc Behav Pers 37(5):711–720. https://doi.org/10.2224/sbp.2009.37.5.11
Iskender M, Akin A (2011) Self-compassion and Internet addiction. TOJET: Turkish Online J Educ Technol 10(3):215–221. https://files.eric.ed.gov/fulltext/EJ944970.pdf
Köylü Z (2017) Thank you so much! Mystery solved’: Online expressions of gratitude by IMDb members. Dil Derg 169(1):21–50. https://doi.org/10.1501/Dilder_0000000246
Kroshus E, Hawrilenko M, Browning A (2021) Stress, self-compassion, and well-being during the transition to college. Soc Sci Med 269(1):1–10. https://doi.org/10.1016/jsoscimed.2020.113514
Laudel H, Narciss S (2023) The effects of internal feedback and self-compassion on the perception of negative feedback and post-feedback learning behavior. Stud Educ Eval 77(1):1–13. https://doi.org/10.1016/j.stueduc.2023.101237
Li B, Hu X, Chen L, Wu C (2023) Longitudinal relations between school climate and prosocial behavior: The mediating role of gratitude. Psychol Res Behav Manag 16(1):419–430. https://doi.org/10.2147/PRBM.S395162
Liu A, Chen Z, Wang S, Guo J, Lin L (2023) Relationships between college students’ belief in a just world and their learning satisfaction: The chain mediating effects of gratitude and engagement. Psychol Res Behav Manag 16(1):197–209. https://doi.org/10.2147/PRBM.S396702
Long P, Neff KD (2018) Self-compassion is associated with reduced self-presentation concerns and increased student communication behavior. Learn Individ Differ 67(1):223–231. https://doi.org/10.1016/j.lindif.2018.09.003
Macaskill A, Taylor E (2010) The development of a brief measure of learner autonomy in university students. Stud High Educ 35(3):351–359. https://doi.org/10.1080/03075070903502703
MacDonald HZ, Neville T (2023) Promoting college students’ mindfulness, mental health, and self-compassion in the time of COVID-19: Feasibility and efficacy of an online, interactive mindfulness-based stress reduction randomized trial. J Coll Stud Psychother 37(3):260–278. https://doi.org/10.1080/87568225.2022.2028329
Manavipour D, Saeedian Y (2016) The role of self-compassion and control belief about learning in university students’ self-efficacy. J Cont Behav Sci 5(1):121–126. https://doi.org/10.1016/j.jcbs.2016.02.003
Mason H (2020) Towards a learning mindset: First-year university students’ qualitative perspectives on gratitude in the context of learning effort. J Stud Aff Afr 8(2):87–104. https://doi.org/10.24085/jsaa.v8i2.4454
McCullough ME, Emmons RA, Tsang J (2002) The grateful disposition: A conceptual and empirical topography. J Pers Soc Psychol 82(1):112–127. https://doi.org/10.1037/0022-3514.82.1.112
Miley WM, Spinella M (2006) Correlations among measures of executive function and positive psychological attributes in college students. J Gen Psychol 133(2):175–182. https://doi.org/10.3200/GENP.133.2.175-182
Mineshima-Lowe D, Mihai A, Le Bourdon M, Pears L, Bijsmans P, Hadjipieris P, Lightfoot S (2023) Hyflex and hybrid teaching and learning in higher education: Evolving discussions in the post-Pandemic era. Eur Political Sci 23(1):321–337. https://doi.org/10.1057/s41304-023-00447-4
Mofidi T, El-Alayli A, Brown AA (2015) Trait gratitude and grateful coping as they relate to college student persistence, success, and integration in school. J Coll Stud Ret 16(3):325–349. https://doi.org/10.2190/CS.16.3.b
Morreale S, Staley C, Stavrositu C, Krakowiak M (2014) First-year college students’ attitudes toward communication technologies of their perceptions of communication competence in the 21st century. Commun Educ 64(1):107–131. https://doi.org/10.1080/03634523.2014.978799
Mutambuki JM, Mwavita M, Muteti CZ, Jacob BI, Mohanty S (2020) Metacognition and active learning combination reveals better performance on cognitively demanding general chemistry concepts than active learning alone. J Chem Educ 97:1832–1840. https://doi.org/10.1021/acs.jchemed.0c00254
Naqshbandi KZ, Liu C, Taylor S, Lim R et al. (2020) ‘I am most grateful’: Using gratitude to improve the sense of relatedness and motivation for online volunteerism. Int J Hum -Comput Interact 36(14):1325–1341. https://doi.org/10.1080/10447318.2020.174656061
National Center for Education Statistics (2023) Rural students access to the Internet: Condition of education. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/lfc. Accessed January 15, 2024
Neff KD (2016) The self-compassion scale is a valid and theoretically coherent measure of self-compassion. Mindfulness 7(1):264–274. https://doi.org/10.1007/s12671-015-0479-3
Neff KD, Hsieh Y-P, Dejitterat K (2005) Self-compassion, achievement goals, and coping with academic failure. Self Identity 4(1):263–287. https://doi.org/10.1080/13576500444000317
Nguyen A, Tran L, Duong B-H (2023) Higher education policy and management in the post-pandemic era. Policy Futures Educ 21(4):330–334. https://doi.org/10.1177/14782103231158171
Noland CM, Talgar C, Speed-Wiley J, Depue J (2017) Practicing contemplative gratitude in university classrooms: Student learning and happiness outcomes. J Cont Inq 4(1):87–105
Peralta KJ, Klonowski M (2017) Examining conceptual and operational definitions of “first-generation college student” in research on retention. J Coll Stud Dev 58(4):630–636. https://doi.org/10.1353/csd.2017.0048
Póka T, Fodor LA, Barta A et al. (2024) A systematic review and meta-analysis on the effectiveness of self-compassion interventions for changing university students’ positive and negative affect. Curr Psychol 43(1):6475–6493. https://doi.org/10.1007/s12144-023-04834-4
Raes F, Pommier E, Neff KD, Van Gucht D (2011) Construction and factorial validation of a short form of the self-compassion scale. Clin Psychol Psychother 18(1):250–255. https://doi.org/10.1002/cpp.702
Redford J, Ralph J, Mulvaney Hoyer K (2017) First-generation and continuing-generation college students: A comparison of high school and postsecondary experiences (NCES 2018-009). U. S. Department of Education, National Center for Education Statistics. https://nces.ed/gov/pubs2018/2018009.pdf. Accessed January 15, 2024
Saglam S (2021) Supplementary online study platform for an oral communication skills course: Implementation, evaluation and suggestions. Novitas-R: Res Youth Lang 15(1):89–116. https://files.eric.ed.gov/fulltext/EJ1295580.pdf
Sanacore J, Palumbo A (2016) Graduating from college: The impossible dream for most first-generation students. Int J Prog Educ 12(2):23–33. https://ijpe.inased.org/makale/2
Schelbe L, Becker MS, Spinelli C, McCray D (2019) First generation college students’ perceptions of an academic retention program. J Sch Teach Learn 19(5):61–76. https://doi.org/10.14434/josotl.v19i5.24300
Scott H, Donovan E (2021) Student adaptation to college survey: The role of self-compassion in college adjustment. Psi Chi J Psychol Res 26(2):101–112. https://doi.org/10.24839/2325-7342.JN26.2.101
Shepherd DA, Cardon MS (2009) Negative emotional reactions to project failure and the self-compassion to learn from the experience. J Manag Stud 46(6):923–949. https://doi.org/10.1111/j.1467-6486.2009.00821.x
Soria KM, Stebleton MJ (2012) First-generation students’ academic engagement and retention. Teach High Educ 17(6):673–685. https://doi.org/10.1080/13562517.2012.666735
Spitzberg BH (2006) Preliminary development of a model and measure of computer-mediated communication (CMC) competence. J Comput-Mediat Commun 11(2):629–666. https://doi.org/10.1111/j.1083-6101.2006.0030.x
Strohmaier S, Jones FW, Cane JE (2022) One-session mindfulness of the breath meditation practice: A randomized controlled study of the effects on state hope and state gratitude in the general population. Mindfulness 13(1):162–173. https://doi.org/10.1007/s12671-021-01780-9
Sutherland O, Dawczyk A, De Leon K, Cripps J, Lewis SP (2014) Self-compassion in online accounts of nonsuicidal self-injury: An interpretive phenomenological analysis. Couns Psychol Q 27(4):409–433. https://doi.org/10.1080/09515070.2014.948809
Tejpar S (2021) Be kind to yourself: The relationship between self-compassion, self-concept, and self-regulated learning in university students with and without high-incidence exceptionalities. Master’s thesis, Queen’s University. https://qspace.library.queensu.ca/handle/1974/29411
Thurlow C, Lengel L, Tomic A (2004) Computer mediated communication. Sage, Thousand Oaks
Timotheou S, Miliou O, Dimitriadis Y et al. (2023) Impacts of digital technologies on education and factors influencing school’s digital capacity and transformation: A literature review. Educ Info Technol 28(1):6695–6726. https://doi.org/10.1007/s10639-022-11431-8
Valdez JP, Datu JA, Chu SK (2022) Gratitude intervention optimizes effective learning outcomes in Filipino high school students: A mixed-methods study. Comput Educ 176(1):104268. https://doi.org/10.1016/j.compedu.2021.104268
Uniyal R, Shahnawaz MG (2022) Wellbeing and Problematic Smartphone Use: Serial Mediation of Mindfulness and Self-Compassion. Psychol Rep 127(4): 1705-1726. https://doi.org/10.1177/00332941221141311
Verde A, Valero JM (2021) Teaching and learning modalities in higher education during the pandemic: Responses to coronavirus disease 2019 from Spain. Front Psychol 12(1): https://doi.org/10.3389/fpsyg.2021.648592
Wagner LK, Schindler S, Reinhard M-A (2017) The positive facet of self-compassion predicts self-reported use of and attitudes toward desirable difficulties in learning. Front Psychol, 8. https://doi.org/10.3389/fpsyg.2017.01353
Ward L, Siegel MJ, Davenport Z (2012) First generation college students: Understanding and improving the experience from recruitment to commencement. Jossey-Bass, San Francisco
Wang Q, Zhi K, Yu B, Cheng J (2023) Social trust and subjective well-being of first-generation college students in China: The multiple mediation effects of self-compassion and social empathy. Front Psychol 14(1):1–9. https://doi.org/10.3389/fpsyg.2023.1091193
Wichadee S (2013) Facilitating students’ learning with hybrid instruction: A comparison among four learning styles. Electron J Res Educ Psychol 11(1):099–116. https://eric.ed.gov/?id=EJ1013487
Williamson J, Blackhart GC (2021) Efficacy of guided versus self-induced learning of web-based self-compassionate journaling by college students. Am J Psychol 134(1):45–59. https://doi.org/10.5406/amerjpsyc.134.1.0045
Wilson JT (2016) Brightening the mind: The impact of practicing gratitude on focus and resilience in learning. J Scholarsh Teach Learn 16(4):1–13. https://doi.org/10.14434/josotl.v16i4.19998
Winchester M, Klein R, Sinnayah P (2021) Block teaching and active learning improves academic outcomes for disadvantaged undergraduate groups. Issues Educ Res 31(4):1330–1350. https://www.iier.org.au/iier31/winchester.pdf
Wise AF, Marbouti F, Hsiao Y-T, Hausknecht S (2012) A survey of factors contributing to learners’ ‘listening’ behaviors in asynchronous online discussions. J Educ Comput Res 47(4):461–480. https://doi.org/10.2190/EC.47.4.f
Zainoodin NN, Hutasuhut IJ, Bakar MA, Wardhani N (2021) Gratitude and its relationship to resilience and academic performance among university students. J Cogn Sci Hum Dev 7(2):145–158. https://doi.org/10.33736/jcshd.3808.2021
Zembylas M, Vrasidas C (2007) Listening for silence in text-based online encounters. Distance 28(1):5–24. https://doi.org/10.1080/01587910701305285
Zeng P, Nie J, Geng J, Wang H, Chu X, Qi L, Wang P, Lei L (2023) Self-compassion and subjective well-being: A moderated mediation model of online prosocial behavior and gratitude. Psychol Sc 60(6): 2041−2057. https://doi.org/10.1002/pits.22849
Zenouzagh M, Admiraal W, Saab N (2023) Learner autonomy, learner engagement and learner satisfaction in text-based and multimodal computer mediated writing environments. Educ Info Technol 28(1):14283–14323. https://doi.org/10.1007/s10639-023-11615-w
Author information
Authors and Affiliations
Contributions
LRS: Investigation, Conceptualization, Methodology, Formal Analysis, Writing - original draft; AM: Investigation, Conceptualization, Writing - original draft; Writing - review & editing; Supervision.
Corresponding author
Ethics declarations
Competing interests
The authors declare no competing interests.
Ethical approval
All procedures involving human participants in this study adhered to the ethical standards of the 1964 Declaration of Helsinki and its later amendments or comparable ethical standards. This study was approved by the Institutional Review Board Ethics Committee of West Texas A&M University (Ethics approval #2021.02.011) on March 5, 2021 through Expedited Review. Upon approval, this research study was performed in accordance with the relevant guidelines/regulations of the West Texas A&M University Institutional Review Board Ethics Committee, and involved no foreseeable risks, as survey data was collected in such a way that participants could not be identified by their responses. The survey implemented in this research did not collect any traceable data, or data that would personally identify participants.
Informed consent
All participants included in this study provided their virtual written informed consent form via the survey platform Qualtrics using a required consent prompt prior to commencing the survey. The prompt included the entire informed consent form which covered the purpose of the study, the inclusion criteria (being at least 18 years of age or older and an undergraduate student), that there would be no foreseeable risks in their participation, and that their data confidentiality would be protected through anonymity, and their participation in the study was voluntary. All subjects were required to read the information and indicate that they that they understood that their responses would be used for research, no compensation was being provided for participation, their responses would remain anonymous and could not be traced, that they may stop the survey at any time or may choose not to answer any questions if they felt uncomfortable, data would be collected and stored by the authors without risk, and their grade in any class would not be affected by their lack of participation. Participants were required to confirm their consent before they were allowed to continue the survey. Subjects who consented to participate were directed to the survey on a subsequent page, and those who did not consent were thanked for their time and the survey was closed on the next page. Only data collected for those participants who consented was included within this study. Participants completed the survey between mid-March and April 2021 and participants were fully informed of the protection of their anonymity and confidentiality in their survey responses (with no personally identifiable information collected due to the survey continuing on a separate page) and no foreseen risks involved in their participation. This study did not include any vulnerable populations or minors under 18 and did not use any interventions. Participants also had the right to withdraw at any point in the study without any consequences and were informed that the research data collected would be published in a journal and used for academic purposes.
Additional information
Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/.
About this article
Cite this article
Ramos Salazar, L., Meador, A. The mediating effects of gratitude and self-compassion on college students during the COVID-19 pandemic. Humanit Soc Sci Commun 12, 949 (2025). https://doi.org/10.1057/s41599-025-05314-9
Received:
Accepted:
Published:
Version of record:
DOI: https://doi.org/10.1057/s41599-025-05314-9
