Self-Compassion , Perceived Academic Stress , Depression and Anxiety Symptomology Among Australian University Students

30 years of research has identified university students as an at-risk group for the development of depression and anxiety symptomology. Furthermore, research published between 2003 and 2013 suggests the prevalence and severity of depression and anxiety symptomology among university students continues to rise. Researchers have theorized that perceived academic stress is associated with increased depression and anxiety symptomology among university students. However, only recently has a scale been developed to measure perceived academic stress among university students. In addition, self-compassion has shown promise as a protective factor against the development of depression and anxiety symptomology. Therefore, the current study aimed to first, examine the relationship between perceived academic stress, depression and anxiety symptomology, and second, explore the utility of self-compassion as a buffer between perceived academic stress, depression, and anxiety symptomology. The sample consisted of 207 Australian university students (145 females and 52 males). The study employed a cross-sectional correlational design. Item analysis and exploratory factor analysis did not support the original 18-item, four-factor Perception of Academic Stress Scale [5]. A revised 15-item, three-factor Perception of Academic Stress Scale with improved psychometric properties was used in this study. MANOVA analysis revealed no significant group differences between sex, age and household income across depression and anxiety symptomology. Results of the moderation analyses revealed that perceived academic stress was significantly associated with increased depression and anxiety symptomology among Australian university students. Self-compassion was shown to significantly reduce the effect of perceived academic stress on depression symptomology. However, self-compassion was not shown to moderate the relationship between perceived academic stress and anxiety symptomology. The results suggest that strategies focused on reducing perceived academic stress and increasing self-compassion may be beneficial in preventing the development of depression and anxiety symptomology among Australian university students. Further implications, future research, and limitations are discussed.