Abstract

Objectives: The study aims to examine the levels of self-compassion, psychological well-being, and the connection between them among Tafila Technical University students, as well as the effect of gender and college on self-compassion and psychological well-being. Methods: A descriptive correlational approach was utilised to accomplish the study's objectives. A cluster randomization-based sample of 400 students, including both male and female participants, representing 4.7% of the study population, was chosen for the study. After translation, the psychological well-being measure and the self-compassion scale were tested for reliability and validity. Methods: A descriptive correlational approach was utilised to accomplish the study's objectives. A cluster randomization-based sample of 400 students, including both male and female participants, representing 4.7% of the study population, was chosen for the study. After being translated, the psychological well-being measure and the self-compassion scale were tested for reliability and validity. Results: The research produced several findings, one of which was that the arithmetic mean of the cumulative score on the self-compassion scale was average. Similarly, the arithmetic mean of the cumulative score on a measure of psychological satisfaction was also average. The findings additionally demonstrated that there was a positive correlation (0.634, p less than 0.01), between the degree of self-compassion and psychological well-being among university students. This value is statistically significant and indicates a relationship. In addition to the no statistically significant differences in self-compassion scores with respect to gender and college, nor in psychological well-being scores with respect to gender, there exists a positive correlation between the scores obtained on the self-compassion scale and psychological well-being. Conclusions: The study proposes that in order to elevate the psychological well-being of students, it is advisable to promote the participation in recreational extracurricular activities and to support the development of constructive self-control and self-compassion.