This study aimed to examine the relationship between difficulties in emotion regulation, self-compassion, and somatization in nursing students. It was conducted with 351 nursing students in Turkey in the spring semester of 2024-2025. Data were collected using the Information Form, Difficulties in Emotion Regulation Scale–Brief Form, Self-Compassion Scale, and Somatization Scale. In the study, a negative relationship was found between self-compassion and difficulties in emotion regulation and somatization, and a positive relationship was found between difficulties in emotion regulation and somatization. The finding of a positive relationship between difficulties in emotion regulation and somatization in this study indicates that the emotional challenges faced by nursing students can also manifest as physical symptoms. The negative relationship between self-compassion and both difficulties in emotion regulation and somatization suggests that students with higher levels of self-compassion manage emotional difficulties better and, as a result, experience fewer stress-related physical symptoms. Thus, fostering self-compassion is a key to improving emotion regulation, reducing somatization, and supporting students’ overall well-being and success in nursing education.

1. Introduction

Emotion regulation skills are the skills that enable individuals to be aware of their emotions, identify what they feel, distinguish which emotions they experience in situations they encounter, and manage this emotional process [1, 2]. Gratz and Roemer [3] stated that emotion regulation skills consist of four dimensions: recognizing and understanding one’s emotions, accepting one’s emotions, maintaining impulse control and acting goal-directedly while experiencing negative emotions, and utilizing emotion regulation skills to facilitate changes that also respond to others’ goals. The components of emotion regulation skills include awareness, identification, understanding, labeling, acceptance, tolerance, modification, preparation for confrontation, and effective self-support [4]. It has shown that individuals who can regulate their emotions using these skills are mentally healthier compared to others [1, 2]. In the absence of these abilities, individuals experience difficulty in emotion regulation [3]. Difficulty in emotion regulation is defined as an insufficiency in an individual’s ability to control and manage emotional responses [3, 5]. Individuals who lack emotion regulation skills and are unable to recognize and express their emotions may resort to somatization as a way to express their feelings [3, 6]. Especially under intense stress conditions, somatic symptoms such as headaches, nausea, and muscle tension may emerge [7, 8]. Somatization functions as an unconscious defense mechanism to alleviate emotional distress [9] and is associated with structural changes in brain regions related to emotion regulation and bodily awareness [10].

Self-compassion is defined as the psychological strength that involves acknowledging one’s own suffering without avoidance, responding to it with kindness, and approaching oneself with understanding, compassion, and acceptance, thereby motivating individuals to reach their fullest potential [11–13]. High levels of self-compassion are associated with better coping with stress and more effective use of emotional regulation skills [14]. Förster and Kanske [15] found that compassion-focused interventions enhance both external and internal positive emotions, supported by physiological markers such as heart rate variability. Their findings suggest that compassion promotes emotional well-being and is an effective tool for regulating positive effects. Others have also stated that high levels of self-compassion have been found to have positive effects on both physical and psychological health [16]. Additionally, the study conducted by Finlay-Jones et al. [17] revealed that interventions based on the development of self-compassion have positive effects on individuals’ coping with stress, thereby reducing potential physical health problems. These findings contribute to our understanding of the critical role self-compassion plays in individuals’ emotion regulation processes. Just as individuals strive to achieve balance during emotion regulation by increasing or decreasing their positive emotions [18, 19], self-compassion refers to the desire to reduce and heal suffering rather than avoid it [11]. Therefore, individuals’ difficulties in emotion regulation and low levels of self-compassion are seen to be positively correlated [20–22]. According to the results of the study conducted by Aldao et al. [23], it was revealed that people who have problems with emotional regulation are more likely to experience mental disorders. At the same time, Sirois et al. [24] demonstrated that individuals with higher levels of self-compassion can alleviate emotional distress in stressful situations through a compassionate and supportive approach. This, in turn, contributes to a reduction in the severity of somatic symptoms and an overall improvement in health status. The nature of self-compassion in helping to cope with negative emotions has also been found to be effective in reducing psychological problems such as stress, anxiety, and depression [16, 25].

Nursing students and professionals face numerous academic, clinical, and psychological challenges—including heavy workload, fatigue, emotional demands, stressful working conditions, patient suffering, and quick decision-making responsibilities—that can impair emotion regulation and increase psychological distress such as exhaustion, anxiety, and depression [26–31]. These emotional difficulties can manifest as physical symptoms through a process called somatization, where psychological stress appears as bodily complaints such as headaches, nausea, and muscle tension, negatively affecting academic and clinical performance [32–34]. Self-compassion—defined as treating oneself kindly during hardship and recognizing shared human suffering—is linked to more effective stress coping, greater emotional flexibility, and fewer somatic symptoms [35–38]. Therefore, investigating how self-compassion influences emotion regulation and somatization among nursing students is essential for developing protective interventions that support their psychological well-being and enable early preventive measures during their education. For this purpose, the following hypotheses were tested in this study.

Hypothesis 1. There is a negative relationship between self-compassion levels and difficulties in emotion regulation among nursing students.

Hypothesis 2. There is a negative relationship between self-compassion levels and somatization among nursing students.

Hypothesis 3. There is a positive relationship between difficulties in emotion regulation and somatization among nursing students.

2. Methods

2.1. Study Design and Participants

This study was descriptive, cross-sectional, and correlational. It was conducted at a nursing department in Turkey. A power analysis was performed to determine the sample size, which was calculated to be 224 students with a margin of error of 0.05, a confidence interval of 0.95, and a population representation power of 0.90. The sample was selected using disproportionate stratified sampling, and the study was conducted with a total of 351 students.

2.2. Data Collection

Before the study was initiated, the written approval of the university ethics committee (decision date: 2025.01.28; decision no: 1/13) was obtained. The data of the study were collected face-to-face using data collection tools during the spring semester of 2024-2025. The study was conducted in a classroom setting. Participation was based on voluntariness, and students who agreed to take part were informed about the purpose, content, and procedures of the research. It was clearly stated that each student had the right to decline participation or to withdraw from the study at any point after joining. This approach was adopted to create a pressure-free environment in which students could participate freely. The voluntary nature of participation ensures the ethical appropriateness of the study and the protection of participants’ individual rights.

2.3. Instruments

In the study, data were collected using the Information Form, Difficulties in Emotion Regulation Scale–Brief Form (DERS-16), Self-Compassion Scale (SCS), and the Somatization Scale (SS).

Information Form: This form assesses the individual’s demographic characteristics.

DERS-16: Developed by Gratz and Roemer [3] and updated by Bjureberg et al. [5], the scale is used to assess different subdimensions of emotion regulation difficulties. Its validity and reliability in Turkish were conducted by Yiğit and Guzey-Yiğit [39]. The scale consists of a total of 16 items. The subdimensions of the scale are openness, goals, drive, strategies, and nonacceptance. The items including the “Openness” subdimension are 1, 2; the items including the “Goals” subdimension are 3, 7, and 15; the items including the “Impulse” subdimension are 4, 8, and 11; the items including the “Strategies” subdimension are 5, 6, 12, 14, and 16; and the items including the “Nonacceptance” subdimension are 9, 10, and 13. There were no reverse coded items in the scale. High scores obtained from the scale indicate that emotion regulation difficulty is high. Cronbach’s alpha coefficient for this scale in this study was calculated to be 0.938.

SCS: Developed by Neff [11] and adapted into Turkish by Deniz et al. [40], this scale measures an individual’s ability to view their own experiences as part of the shared human experience to develop balanced awareness of negative thoughts and emotions and to cope with these experiences without self-judgment or self-pity. It is a unidimensional scale consisting of 24 items. The SCS is a 5-point Likert scale, with ratings ranging from 1 (almost never) to 5 (almost always). Items 1, 3, 5, 7, 10, 12, 15, 17, 19, 22, and 23 are reverse scored. As the scores increase, it shows an increase in the level of self-compassion. The lowest possible score on the scale is 24, and the highest is 120. Cronbach’s alpha coefficient for this scale in this study was calculated to be 0.853.

SS: The Turkish validity and reliability study of the scale consisting of the items of the somatization subscale of the Minnesota Multidimensional Personality Inventory was conducted by Dülgerler [41]. The scale is a 33-item scale consisting of a true and false answer key. In the scoring method of the scale, Items 1, 4, 5, 6, 7, 10, 11, 19, 20, 21, 22, 23, 26, 27, 32, and 33 are scored straight and Items 2, 3, 8, 9, 12, 13, 14, 15, 16, 17, 18, 24, 25, 28, 29, 30, and 31 are reverse scored. The total score is between 0 and 33, and a high score indicates a high level of somatization [41]. Cronbach’s alpha coefficient for this scale in this study was calculated to be 0.830.

2.4. Data Analysis

The data were analyzed using the Statistical Package for the Social Sciences (SPSS) 25.0 program. In the data analysis, descriptive statistics, correlation, and regression analyses were calculated. The statistical significance level was accepted at 0.05.

3. Results

The average age of the students was 21.23 ± 2.80 (range 18–44), with 57.4% being female (n = 247). The students were distributed as follows: 25.6% (n = 90) were first-year students, 25.1% (n = 88) were second-year students, 20.2% (n = 71) were third-year students, and 29.1% (n = 102) were fourth-year students (Table 1).

Table 1. Demographic characteristics of the students.

	N	%
Gender
Male	104	42.6
Female	247	57.4
Age (X ± SD)	21.23 ± 2.80
Year of study
First year	90	25.6
Second year	88	25.1
Third year	71	20.2
Fourth year	102	29.1

The scores obtained by the students on the DERS-16, SCS, and SS were 37.95 ± 12.78, 74.13 ± 13.43, and 15.40 ± 6.11, respectively (Table 2).

Table 2. The scores of DERS-16, SCS, and SS of students.

	Min.	Max.	Mean (X̄ ± SD)
Total DERS-16 score	16.00	80.00	37.95 ± 12.78
Openness	2.00	10.00	4.78 ± 1.69
Goals	3.00	10.00	8.62 ± 3.04
Impulse	3.00	15.00	6.38 ± 2.87
Strategies	5.00	25.00	11.58 ± 4.64
Nonacceptance	3.00	15.00	6.59 ± 2.84
Total SCS score	35.00	113.00	74.13 ± 13.43
Total SS score	2.00	30.00	15.40 ± 6.11

Abbreviations: DERS-16, Difficulties in Emotion Regulation Scale–Brief Form; SCS, Self-Compassion Scale; SS, Somatization Scale.

In this study, a significant negative correlation was found between total DERS-16 and total SCS scores (r = −0.559, p < 0.01). Similarly, a statistically significant negative correlation was found between total SCS and total SS scores (r = −0.283, p < 0.01). Furthermore, a significant positive correlation was observed between total difficulty in emotion regulation and total somatization scores (r = 0.380, p < 0.01) (Table 3).

Table 3. Correlation coefficients between the scales.

	Total SCS	Total DERS-16	Openness	Goals	Impulse	Strategies	Nonacceptance	Total SS
Total SCS	1	−0.559^∗∗	−0.330^∗∗	−0.457^∗∗	−0.438^∗∗	−0.579^∗∗	−0.441^∗∗	−0.283^∗∗
Total DERS-16		1	0.682^∗∗	0.844^∗∗	0.837^∗∗	0.930^∗∗	0.826^∗∗	0.380^∗∗
Openness			1	0.531^∗∗	0.507^∗∗	0.556^∗∗	0.485^∗∗	0.225^∗∗
Goals				1	0.632^∗∗	0.729^∗∗	0.578^∗∗	0.301^∗∗
Impulse					1	0.706^∗∗	0.622^∗∗	0.324^∗∗
Strategies						1	0.723^∗∗	0.403^∗∗
Nonacceptance							1	0.266^∗∗
Total SS								1

Abbreviations: DERS-16, Difficulties in Emotion Regulation Scale–Brief Form; SCS, Self-Compassion Scale; SS, Somatization Scale.
^∗∗Correlation is significant at the 0.01 level.

The negative effects between self-compassion and difficulty in emotion regulation (R² = 0.313; p ≤ 0.001), as well as between self-compassion and somatization (R² = 0.080; p ≤ 0.001), were statistically significant. The positive effects between difficulty in emotion regulation and somatization were also determined (Table 4).

Table 4. Regression among scales.

Dependent variable	Independent variable	R²	F	β	t	p
DERS-16	SCS	0.313	158.806	−0.588	−12.602	≤ 0.001
SS	SCS	0.080	30.495	−0.623	−5.522	≤ 0.001
SS	DERS-16	0.144	58.800	0.182	7.668	≤ 0.001

Note: The statistical significance level was considered as p ≤ 0.001.
Abbreviations: DERS-16, Difficulties in Emotion Regulation Scale–Brief Form; SCS, Self-Compassion Scale; SS, Somatization Scale.

4. Discussion

According to this study, nursing students’ scores on difficulties in emotion regulation are at a moderate level, indicating that the students experience some challenges in regulating their emotions. There are various factors that lead to emotion regulation difficulties in nursing students [42–44]. Intensive academic programs, exam stress, and course load can increase the emotional burden of students and make emotion regulation difficult [45, 46]. Challenging experiences such as emotional demands, emergencies, and patient losses encountered in clinical internships may also negatively affect students’ emotional balance [47]. In addition, interpersonal conflicts, intrateam conflicts, and hierarchical structures in the clinics and at school may increase stress levels and cause difficulties in emotion regulation skills [48–51]. Fatigue factors such as long working hours and irregular sleep can increase physical and psychological fatigue, making emotional control difficult. Lack of social support can make it difficult for students to cope with stress [52], while personal perfectionism and high expectations can lead to emotional difficulties by increasing fear of failure [53]. In addition, a low sense of self-efficacy in managing one’s own emotions and coping with stress is an important factor triggering emotion dysregulation [28, 54]. Strengthening emotion regulation skills in nursing education can facilitate students’ ability to cope with negative experiences and enhance their professional competence. It is critical for educators to address students’ emotional needs and provide training and support in emotion regulation skills, as this is crucial for the sustainability of the nursing profession [18, 55].

According to another result obtained from this study, the students’ self-compassion scores were also at a moderate level, indicating that nursing students face some difficulties in developing a kind and understanding approach toward themselves. Self-compassion in nursing students is often reduced by factors such as high stress, perfectionism, compassion fatigue, harsh self-criticism, negative social interactions, and traumatic experiences [31, 56–58]. These factors impair psychological well-being and may lead to inadequate self-care and increased risk of burnout during education and clinical practice [59–61]. Self-compassion aids in healthier stress coping and improves physical and emotional health [62, 63]; however, the current study among nursing students shows that self-compassion is at a moderate level. This result indicates the need for more education and support. Strengthening self-compassion is crucial for long-term well-being and professional effectiveness, making educator guidance in this area essential [61, 64, 65].

Another finding of this study was that the somatization scores of the students were at a moderate level. Moderate somatization scores suggest that students physically feel the difficulties they face, and that emotional distress is closely related to physical symptoms. Nursing students frequently face intense clinical situations such as pain and death, leading to psychological issues such as emotional exhaustion, anxiety, and depression [66, 67]. The transformation of all these psychological pressures into physical symptoms forms the core mechanism of somatization. Additionally, factors such as communication problems and interpersonal conflicts can reduce students’ capacity to cope with stress [27, 50, 68]. Therefore, educational programs should include psychological and physiological support, teaching stress management and promoting healthy environments [34, 68, 69].

In our study, a significant negative relationship was found between emotion regulation difficulties and self-compassion among nursing students, confirming H₁ hypothesis. Further analysis revealed that a one-unit increase in self-compassion resulted in a 0.588-unit decrease in emotion regulation difficulties (β = −0.588, p ≤ 0.001). Self-compassion plays a crucial role in helping individuals cope with stress and emotional difficulties [70]. Studies show that difficulties in emotion regulation and low self-compassion negatively affect psychological health [21, 71]. Therefore, increasing self-compassion and emotion regulation skills can have positive results in terms of students’ individual well-being and their impact in clinical practice [19, 45, 72, 73]. Since nursing education involves frequent emotional challenges, developing emotion regulation is vital for students’ readiness and effectiveness in practice [54, 74]. Thus, educators should address students’ emotion regulation needs and focus on strategies such as self-compassion interventions to strengthen emotion regulation skills.

In our study, a significant negative relationship was found between somatization and self-compassion in nursing students, and H₂ hypothesis was confirmed. When further analysis was performed, it was determined that one unit increase in self-compassion decreased the somatization level by 0.623 units (β = −0.623, p ≤ 0.001). The literature indicates that increased self-compassion enhances individuals’ ability to cope with stress and positively affects health [29, 75]. Self-compassion enables individuals to approach themselves with kindness and understanding when faced with challenging situations, which contributes to the reduction of stress and physical discomfort [76]. It also promotes the fulfillment of physical needs such as adequate sleep, healthy nutrition, regular exercise, and rest [36, 77] and supports the practice of relaxation techniques—including breathing exercises, meditation, and mindfulness—thereby helping to alleviate somatic symptoms [27]. It has been emphasized in the literature that stress in nursing students leads to symptoms such as sleep disorders, musculoskeletal problems, and gastrointestinal issues, and these symptoms reflect the impact of emotional burdens on physical health [7, 26, 78]. During nursing education, self-compassion enhances students’ emotional resilience and physical health, while low self-compassion may contribute to the emergence of somatic symptoms [18, 35, 70, 71]. Thus, self-compassion is a key factor in preventing emotional burnout and physical symptoms in students [79].

The findings of our study show that there is a positive relationship between difficulties in emotion regulation and somatization. Thus, hypothesis H₃ was confirmed. In further analysis, it was determined that one-unit increase in emotion regulation difficulty increased somatization by 0.182 units (β = 0.182, p ≤ 0.001). This finding is consistent with the literature, showing that emotional difficulties and stress can increase physical symptoms [80]. Difficulties in emotion regulation can make it difficult for individuals to cope with emotional stress, leading to increased physical symptoms in the body [26, 32, 54, 81, 82]. Somatization is associated with disruptions in emotion regulation and may develop under the influence of risk factors such as insecure attachment and trauma history. It can lead to changes in endocrine and immune systems and pain regulation systems, negatively affecting health. Therefore, enhancing emotional awareness and understanding difficulties in emotion regulation play a key role in reducing somatization [83]. Nursing students who encounter many challenging situations in their academic and clinical experiences may experience difficulties in emotion regulation, which can lead to difficulties coping with stressful situations and an increase in somatic symptoms. For this reason, it is important to evaluate the somatic complaints of students with emotion regulation difficulties.

4.1. Limitations

Among the limitations of this study, the fact that it was conducted using scales caused only subjective data to be collected and results based on students’ personal perceptions to be obtained. This may prevent a more comprehensive analysis of complex psychological and physiological conditions such as emotion dysregulation, self-compassion, and somatization. In addition, the study was conducted in a single center, which leads to the generalization of the findings to only students from a specific school or district. Data from different geographical regions and different educational institutions may increase the generalizability of the results to a broader population. Future studies with larger sample groups and students from different educational levels, using more diverse data collection methods and adopting longitudinal designs, would be useful to overcome these limitations.

5. Conclusion

The findings of our study emphasize the positive relationship between difficulties in emotion regulation and somatization and the negative relationship between difficulties in emotion regulation and somatization and self-compassion. These findings reveal the importance of increasing emotion regulation skills and self-compassion in nursing education and clinical practice. The intense academic load that is a natural part of nursing education and the stress that accompanies clinical practice experiences may increase the emotional burden of students. The ways of coping with these emotional difficulties may have a direct impact on both students’ well-being and their professional success. Therefore, it may be useful to address students’ emotion regulation skills and self-compassion levels as a part of nursing education. In this sense, suggestions that can help nursing students cope with issues such as emotion regulation difficulties, self-compassion, and somatization can be presented. During nursing education, workshops, seminars, or group therapies can be organized for students to strengthen their emotion regulation skills. These studies can provide students with training on topics such as coping with stress, relaxation techniques, and emotional awareness. In this way, students can be more effective in coping with emotionally challenging situations and avoid emotional burnout. To strengthen self-compassion, students can be offered training and activities that explain the importance of self-compassion. Educators can support students’ self-compassion development by encouraging them to adopt a self-compassionate approach, providing positive feedback, and providing resources such as written materials on self-compassion, meditation, or mindfulness activities. Educational programs on stress management and somatization prevention can be offered to nursing students to help them cope with stress and somatic symptoms. These programs should include techniques to help students cope with stress and provide guidance for the prevention of somatic symptoms. In addition, it should be emphasized that students should adopt healthy living habits, exercise regularly, eat a healthy diet, and get enough sleep. It is useful to provide individual support to nursing students on emotional regulation and coping with stress, and to establish counseling services or psychological support units in schools. These units should be organized to provide a safe space where students can easily apply when they encounter emotional or psychological difficulties, and mentoring and group support programs should be initiated. Mentorship programs consisting of experienced nurses can help students develop stress management skills and support them in coping with the challenges they face in their professional lives. Group support meetings that encourage experience sharing among students can enhance emotional solidarity and reduce feelings of loneliness and isolation. It is also very important to create an empathic and supportive educational environment. A supportive educational environment should be provided by considering the emotional and physical needs of students during the nursing education process. Educators should adopt an empathic approach to help students cope with emotional difficulties and encourage them. Such an environment can help students become emotionally stronger. These suggestions may enable nursing students to cope with the emotional difficulties they face in their professional and personal lives in a healthier way and improve their overall well-being. When all these situations are evaluated, it is clear that nursing education should be strengthened not only with technical knowledge but also with skills to support emotional and psychological health. Additionally, future studies should examine the effects of training programs aimed at improving nursing students’ self-compassion skills on reducing emotion regulation difficulties and somatic symptoms, as well as their impact on human physiology and biochemistry. Specifically, investigating changes in stress hormones (such as cortisol) and overall physiological responses could be beneficial.

Conflicts of Interest

The authors declare no conflicts of interest.

Funding

No funding was received for this manuscript.

Acknowledgments

The authors would like to express their gratitude to all students who participated in the research.

Open Research

Data Availability Statement

The datasets analyzed during the current study are available from the authors on reasonable request.

References

1 Çamkerten Ö. and Güloğlu B., Duygusal Yemenin Yordayıcıları Olarak Üstbiliş, Duygu Düzenleme Zorlukları Ve Öz Şefkat, Ege Eğitim Dergisi. (2023) 24, no. 1, 107–125, https://doi.org/10.12984/egeefd.1152254.
10.12984/egeefd.1152254
Google Scholar
2 Gün S., Türkmen O. O., and Yalçın S. B., Yurtta Kalan Üniversite Öğrencilerinin Duygu Düzenleme Ile Öz-Şefkat Düzeyleri Arasındaki İlişkinin İncelenmesi, Ahmet Keleşoğlu Eğitim Fakültesi Dergisi. (2020) 2, no. 2, 166–180, https://doi.org/10.38151/akef.2020.2.
10.38151/akef.2020.2
Google Scholar
3 Gratz K. L. and Roemer L., Multidimensional Assessment of Emotion Regulation and Dysregulation: Development, Factor Structure, and Initial Validation of the Difficulties in Emotion Regulation Scale, Journal of Psychopathology and Behavioral Assessment. (2004) 26, no. 1, 41–54, https://doi.org/10.1023/B:JOBA.0000007455.08539.94, 2-s2.0-0842278675.
10.1023/B:JOBA.0000007455.08539.94
Web of Science® Google Scholar
4 Berking M. and Whitley B., Emotion Regulation: Definition and Relevance for Mental Health, Affect Regulation Training, 2014, Springer, 5–17, https://doi.org/10.1007/978-1-4939-1022-9_2.
10.1007/978-1-4939-1022-9_2
Google Scholar
5 Bjureberg J., Ljótsson B., Tull M. T. et al., Development and Validation of a Brief Version of the Difficulties in Emotion Regulation Scale: The DERS-16, Journal of Psychopathology and Behavioral Assessment. (2016) 38, no. 2, 284–296, https://doi.org/10.1007/s10862-015-9514-x, 2-s2.0-84941670916.
10.1007/s10862-015-9514-x
PubMed Web of Science® Google Scholar
6 Van Dijke A., Ford J. D., van der Hart O., van Son M., van der Heijden P., and Bühring M., Affect Dysregulation in Borderline Personality Disorder and Somatoform Disorder: Differentiating Under- and Over-Regulation, Journal of Personality Disorders. (2010) 24, no. 3, 296–311, https://doi.org/10.1521/pedi.2010.24.3.296, 2-s2.0-77954334720.
10.1521/pedi.2010.24.3.296
PubMed Web of Science® Google Scholar
7 Seo J. W., Lee J., Jeon S. et al., Fatigue and Somatization in Shift-Workers: Effects of Depression and Sleep, Journal of Psychosomatic Research. (2023) 173, https://doi.org/10.1016/j.jpsychores.2023.111467.
10.1016/j.jpsychores.2023.111467
PubMed Web of Science® Google Scholar
8 Sperling E. L., Hulett J. M., Sherwin L. B., Thompson S., and Bettencourt B. A., Prevalence, Characteristics and Measurement of Somatic Symptoms Related to Mental Health in Medical Students: A Scoping Review, Annals of Medicine. (2023) 55, no. 2, https://doi.org/10.1080/07853890.2023.2242781.
10.1080/07853890.2023.2242781
PubMed Web of Science® Google Scholar
9 Schnabel K., Petzke T. M., and Witthöft M., The Emotion Regulation Process in Somatic Symptom Disorders and Related Conditions: A Systematic Narrative Review, Clinical Psychology Review. (2022) 97, https://doi.org/10.1016/j.cpr.2022.102196.
10.1016/j.cpr.2022.102196
PubMed Web of Science® Google Scholar
10 Rossetti M. G., Delvecchio G., Calati R., Perlini C., Bellani M., and Brambilla P., Structural Neuroimaging of Somatoform Disorders: A Systematic Review, Neuroscience and Biobehavioral Reviews. (2021) 122, 66–78, https://doi.org/10.1016/j.neubiorev.2020.12.017.
10.1016/j.neubiorev.2020.12.017
PubMed Web of Science® Google Scholar
11 Neff K. D., The Development and Validation of a Scale to Measure Self-Compassion, Self and Identity. (2003) 2, no. 3, 223–250, https://doi.org/10.1080/15298860309027.
10.1080/15298860309027
Web of Science® Google Scholar
12 Neff K. D., Self-Compassion: An Alternative Conceptualization of a Healthy Attitude Toward Oneself, Self and Identity. (2003) 2, no. 2, 85–101, https://doi.org/10.1080/15298860309032.
10.1080/15298860309032
Web of Science® Google Scholar
13 Neff K. and Tirch D., T. B. Kashdan and J. Ciarrochi, Self-Compassion and ACT, Mindfulness, Acceptance, and Positive Psychology: The Seven Foundations of Well-Being, 2013, New Harbinger Publications, 78–106.
Google Scholar
14 Neff K. and Germer C., The Mindful Self-Compassion Workbook: A Proven Way to Accept Yourself, Build Inner Strength, and Thrive, 2018, Guilford Publications.
Google Scholar
15 Förster K. and Kanske P., Upregulating Positive Affect Through Compassion: Psychological and Physiological Evidence, International Journal of Psychophysiology. (2022) 176, 100–107, https://doi.org/10.1016/j.ijpsycho.2022.03.009.
10.1016/j.ijpsycho.2022.03.009
PubMed Web of Science® Google Scholar
16 Ferrari M., Hunt C., Harrysunker A., Abbott M. J., Beath A. P., and Einstein D. A., Self-Compassion Interventions and Psychosocial Outcomes: A Meta-Analysis of RCTs, Mindfulness. (2019) 10, no. 8, 1455–1473, https://doi.org/10.1007/s12671-019-01134-6, 2-s2.0-85064352448.
10.1007/s12671-019-01134-6
Web of Science® Google Scholar
17 Finlay-Jones A., Kane R., and Rees C., Self-Compassion Online: A Pilot Study of an Internet-Based Self-Compassion Cultivation Program for Psychology Trainees, Journal of Clinical Psychology. (2017) 73, no. 7, 797–816, https://doi.org/10.1002/jclp.22375, 2-s2.0-84998673712.
10.1002/jclp.22375
PubMed Web of Science® Google Scholar
18 Albagawi B. S., Alsalamah Y. S., Nashwan A. J. et al., The Mediating Role of Learning Motivation in the Relationship Among Perceived Stress and Emotional Regulation Among Saudi Nursing Students in Clinical Practice, BMC Nursing. (2024) 23, no. 1, https://doi.org/10.1186/s12912-024-01893-1.
10.1186/s12912-024-01893-1
PubMed Web of Science® Google Scholar
19 Paucsik M., Nardelli C., Bortolon C., Shankland R., Leys C., and Baeyens C., Self-Compassion and Emotion Regulation: Testing a Mediation Model, Cognition and Emotion. (2023) 37, no. 1, 49–61, https://doi.org/10.1080/02699931.2022.2143328.
10.1080/02699931.2022.2143328
PubMed Web of Science® Google Scholar
20 Ericson S. M., Gallagher J. P., Federico A. J. et al., Does Emotion Regulation Mediate the Relationship Between Self-Compassion and Subjective Well-Being? A Cross-Sectional Study of Adults Living in the United States, Journal of Health Psychology. (2024) 29, no. 8, 863–876, https://doi.org/10.1177/13591053231209668.
10.1177/13591053231209668
PubMed Google Scholar
21 Finlay-Jones A. L., Rees C. S., and Kane R. T., Self-Compassion, Emotion Regulation and Stress Among Australian Psychologists: Testing an Emotion Regulation Model of Self-Compassion Using Structural Equation Modeling, PLoS One. (2015) 10, no. 7, https://doi.org/10.1371/journal.pone.0133481, 2-s2.0-84941653353.
10.1371/journal.pone.0133481
PubMed Web of Science® Google Scholar
22 Gross J. J. and Jazaieri H., Emotion, Emotion Regulation, and Psychopathology: An Affective Science Perspective, Clinical Psychological Science. (2014) 2, no. 4, 387–401, https://doi.org/10.1177/2167702614536164, 2-s2.0-84922968540.
10.1177/2167702614536164
Google Scholar
23 Aldao A., Nolen-Hoeksema S., and Schweizer S., Emotion-Regulation Strategies Across Psychopathology: A Meta-Analytic Review, Clinical Psychology Review. (2010) 30, no. 2, 217–237, https://doi.org/10.1016/j.cpr.2009.11.004, 2-s2.0-74149085384.
10.1016/j.cpr.2009.11.004
PubMed Web of Science® Google Scholar
24 Sirois F. M., Kitner R., and Hirsch J. K., Self-Compassion, Affect, and Health-Promoting Behaviors, Health Psychology. (2015) 34, no. 6, 661–669, https://doi.org/10.1037/hea0000158, 2-s2.0-84930714400.
10.1037/hea0000158
PubMed Web of Science® Google Scholar
25 Zessin U., Dickhäuser O., and Garbade S., The Relationship Between Self-Compassion and Well-Being: A Meta-Analysis, Applied Psychology: Health and Well-Being. (2015) 7, no. 3, 340–364, https://doi.org/10.1111/aphw.12051, 2-s2.0-84945496792.
10.1111/aphw.12051
PubMed Web of Science® Google Scholar
26 Antoniadou M., Manta G., Kanellopoulou A., Kalogerakou T., Satta A., and Mangoulia P., Managing Stress and Somatization Symptoms Among Students in Demanding Academic Healthcare Environments, Healthcare. (2024) 12, no. 24, https://doi.org/10.3390/healthcare12242522.
10.3390/healthcare12242522
Web of Science® Google Scholar
27 Al-Badiri M. Q. J., Ghadirian F., Zahednezhad H., Boozari M., and Hayati M. S., Comparison of the Effects of In-Person and Internet-Delivered Mindfulness-Based Stress Reduction on the Burden of Psychosomatic Symptoms in Nurses, Frontiers in Psychology. (2024) 15, https://doi.org/10.3389/fpsyg.2024.1402075.
10.3389/fpsyg.2024.1402075
PubMed Web of Science® Google Scholar
28 Bhurtun H. D., Azimirad M., Saaranen T., and Turunen H., Stress and Coping Among Nursing Students During Clinical Training: An Integrative Review, Journal of Nursing Education. (2019) 58, no. 5, 266–272, https://doi.org/10.3928/01484834-20190422-04, 2-s2.0-85065489379.
10.3928/01484834-20190422-04
PubMed Web of Science® Google Scholar
29 Dev V., Fernando A. T., and Consedine N. S., Self-Compassion as a Stress Moderator: A Cross-Sectional Study of 1700 Doctors, Nurses, and Medical Students, Mindfulness. (2020) 11, no. 5, 1170–1181, https://doi.org/10.1007/s12671-020-01325-6.
10.1007/s12671-020-01325-6
PubMed Web of Science® Google Scholar
30 Hwang E. and Kim J., Factors Affecting Academic Burnout of Nursing Students According to Clinical Practice Experience, BMC Medical Education. (2022) 22, no. 1, https://doi.org/10.1186/s12909-022-03422-7.
10.1186/s12909-022-03422-7
Web of Science® Google Scholar
31 Stutts L. A., Leary M. R., Zeveney A. S., and Hufnagle A. S., A Longitudinal Analysis of the Relationship Between Self-Compassion and the Psychological Effects of Perceived Stress, Self and Identity. (2018) 17, no. 6, 609–626, https://doi.org/10.1080/15298868.2017.1422537, 2-s2.0-85054492598.
10.1080/15298868.2017.1422537
Web of Science® Google Scholar
32 Brambila-Tapia A. J. L., Meda-Lara R. M., Palomera-Chávez A. et al., Association Between Personal, Medical and Positive Psychological Variables With Somatization in University Health Sciences Students, Psychology Health and Medicine. (2020) 25, no. 7, 879–886, https://doi.org/10.1080/13548506.2019.1683869.
10.1080/13548506.2019.1683869
PubMed Web of Science® Google Scholar
33 Ma S., Yang J., Cheng H. et al., The Central Symptoms of Depression, Anxiety, and Somatization: A Network Analysis, All Life. (2022) 15, no. 1, 933–941, https://doi.org/10.1080/26895293.2022.2120091.
10.1080/26895293.2022.2120091
Web of Science® Google Scholar
34 Onieva-Zafra M. D., Fernández-Muñoz J. J., Fernández-Martínez E., García-Sánchez F. J., Abreu-Sánchez A., and Parra-Fernández M. L., Anxiety, Perceived Stress and Coping Strategies in Nursing Students: A Cross-Sectional, Correlational, Descriptive Study, BMC Medical Education. (2020) 20, 1–9.
10.1186/s12909-020-02294-z
Web of Science® Google Scholar
35 Alquwez N., Cruz J. P., Al Thobaity A. et al., Self-Compassion Influences the Caring Behaviour and Compassion Competence Among Saudi Nursing Students: A Multi-University Study, Nursing Open. (2021) 8, no. 5, 2732–2742, https://doi.org/10.1002/nop2.848.
10.1002/nop2.848
PubMed Web of Science® Google Scholar
36 Hagerman L. A., Manankil-Rankin L., and Schwind J. K., Self-Compassion in Undergraduate Nursing: An Integrative Review, International Journal of Nursing Education Scholarship. (2020) 17, no. 1, https://doi.org/10.1515/ijnes-2020-0021.
10.1515/ijnes-2020-0021
PubMed Web of Science® Google Scholar
37 Kotera Y., Cockerill V., Chircop J., Kaluzeviciute G., and Dyson S., Predicting Self-Compassion in UK Nursing Students: Relationships With Resilience, Engagement, Motivation, and Mental Wellbeing, Nurse Education in Practice. (2021) 51, https://doi.org/10.1016/j.nepr.2021.102989.
10.1016/j.nepr.2021.102989
PubMed Web of Science® Google Scholar
38 Tavassoli T., Khodaei T., Ghasemi P., and Nekooi H., The Effect of Stressful Life Events and Emotional Dysregulation on Somatization Symptoms With the Mediating Role of Alexithymia in Nurses, Quarterly Journal of Nursing Management. (2023) 12, no. 2, 10–21.
Google Scholar
39 Yiğit İ. and Guzey Yiğit M., Psychometric Properties of Turkish Version of Difficulties in Emotion Regulation Scale-Brief Form (DERS-16), Current Psychology. (2019) 38, no. 6, 1503–1511, https://doi.org/10.1007/s12144-017-9712-7, 2-s2.0-85030672411.
10.1007/s12144-017-9712-7
Web of Science® Google Scholar
40 Deniz M., Kesici Ş., and Sümer A. S., The Validity and Reliability of the Turkish Version of the Self-Compassion Scale, Social Behavior and Personality: An International Journal. (2008) 36, no. 9, 1151–1160, https://doi.org/10.2224/sbp.2008.36.9.1151, 2-s2.0-58249097400.
10.2224/sbp.2008.36.9.1151
Web of Science® Google Scholar
41 Dülgerler Ş, İlköğretim Okulu Öğretmenlerinde Somatizasyon Ölçeğinin Geçerlik Ve Güvenirlik Çalışması (Unpublished Master’s Thesis), 2000, Ege Üniversitesi Sağlık Bilimleri Enstitüsü.
Google Scholar
42 Jang I., The Effects of Emotional Regulation Between Clinical Practice Stress and Nursing Professionalism in Nursing Students, Journal of the Korean Data and Information Science Society. (2016) 27, no. 3, 749–761, https://doi.org/10.7465/jkdi.2016.27.3.749.
10.7465/jkdi.2016.27.3.749
Google Scholar
43 Jamshidi N., Molazem Z., Sharif F., Torabizadeh C., and Najafi Kalyani M., The Challenges of Nursing Students in the Clinical Learning Environment: A Qualitative Study, The Scientific World Journal. (2016) 2016, no. 1, 1–7, https://doi.org/10.1155/2016/1846178, 2-s2.0-84976469835.
10.1155/2016/1846178
Google Scholar
44 Yasmin S., Hussain M., Parveen K., and Gilani S. A., Coping Strategies of Nursing Student Against Academic and Clinical Stress at Public Sector Lahore, International Journal of Sustainable Strategic Management. (2018) 5, no. 3, 209–218, https://doi.org/10.3126/ijssm.v5i3.20613.
10.3126/ijssm.v5i3.20613
Google Scholar
45 Merino-Soto C., Angulo-Ramos M., Llaja-Rojas V., and Chans G. M., Academic Performance, Emotional Intelligence, and Academic Burnout: A Cross-Sectional Study of a Mediational Effect in Nursing Students, Nurse Education Today. (2024) 139, https://doi.org/10.1016/j.nedt.2024.106221.
10.1016/j.nedt.2024.106221
PubMed Web of Science® Google Scholar
46 Salvarani V., Ardenghi S., Rampoldi G. et al., Predictors of Psychological Distress Amongst Nursing Students: A Multicenter Cross-Sectional Study, Nurse Education in Practice. (2020) 44, https://doi.org/10.1016/j.nepr.2020.102758.
10.1016/j.nepr.2020.102758
PubMed Web of Science® Google Scholar
47 Wei H., Dorn A., Hutto H., Webb Corbett R., Haberstroh A., and Larson K., Impacts of Nursing Student Burnout on Psychological Well-Being and Academic Achievement, Journal of Nursing Education. (2021) 60, no. 7, 369–376, https://doi.org/10.3928/01484834-20210616-02.
10.3928/01484834-20210616-02
PubMed Web of Science® Google Scholar
48 Baharum H., Ismail A., McKenna L., Mohamed Z., Ibrahim R., and Hassan N. H., Success Factors in Adaptation of Newly Graduated Nurses: A Scoping Review, BMC Nursing. (2023) 22, no. 1, https://doi.org/10.1186/s12912-023-01300-1.
10.1186/s12912-023-01300-1
PubMed Web of Science® Google Scholar
49 Kong L. N., Yao Y., Chen S. Z., and Zhu J. L., Prevalence and Associated Factors of Burnout Among Nursing Students: A Systematic Review and Meta-Analysis, Nurse Education Today. (2023) 121, https://doi.org/10.1016/j.nedt.2022.105706.
10.1016/j.nedt.2022.105706
PubMed Web of Science® Google Scholar
50 Negm L. M. M. A., Mersal F. A., Fawzy M. S., Rajennal A. T., Alanazi R. S., and Alanazi L. O., Challenges of Nursing Students during Clinical Training: A Nursing Perspective, AIMS Public Health. (2024) 11, no. 2, 379–398, https://doi.org/10.3934/publichealth.2024019.
10.3934/publichealth.2024019
PubMed Google Scholar
51 Yang M., Lin P., Zheng L., and Wu B., Emotional Management and Clinical Communication Among Nursing Students: A Single Institution Experience, Frontiers in Psychiatry. (2024) 15, https://doi.org/10.3389/fpsyt.2024.1327629.
10.3389/fpsyt.2024.1327629
Web of Science® Google Scholar
52 Loureiro F., Peças D., Neves A. C., and Antunes A. V., Coping Strategies and Social Support in Nursing Students During Clinical Practice: A Scoping Review, Nursing Open. (2024) 11, no. 2, https://doi.org/10.1002/nop2.2112.
10.1002/nop2.2112
PubMed Web of Science® Google Scholar
53 Abdolkarimi M., Sadeghi-Yarandi M., and Sakari P., Investigating the Relationship between Personality Traits of Hardiness and Perfectionism with Stress and Psychosomatic Symptoms: A Cross-Sectional Study Among Nurses in Iran, BMC Psychology. (2024) 12, no. 1, https://doi.org/10.1186/s40359-024-01832-4.
10.1186/s40359-024-01832-4
Web of Science® Google Scholar
54 Yurtsever Gurkan S., Akdeniz E., and Gulpinar M. A., Mediating Effect of Psychological Resilience in the Relationship Between Cognitive Emotion Regulation and Emotional Well-Being of Medical Students, Northern Clinics of Istanbul. (2025) 12, no. 1, 111–120, https://doi.org/10.14744/nci.2024.61224.
10.14744/nci.2024.61224
Google Scholar
55 Martin R. E. and Ochsner K. N., The Neuroscience of Emotion Regulation Development: Implications for Education, Current Opinion in Behavioral Sciences. (2016) 10, 142–148, https://doi.org/10.1016/j.cobeha.2016.06.006, 2-s2.0-84975486709.
10.1016/j.cobeha.2016.06.006
PubMed Web of Science® Google Scholar
56 Duarte J., Pinto-Gouveia J., and Cruz B., Relationships Between Nurses’ Empathy, Self-Compassion and Dimensions of Professional Quality of Life: A Cross-Sectional Study, International Journal of Nursing Studies. (2016) 60, 1–11, https://doi.org/10.1016/j.ijnurstu.2016.02.015, 2-s2.0-84960347815.
10.1016/j.ijnurstu.2016.02.015
PubMed Web of Science® Google Scholar
57 Ondrejková N. and Halamová J., Prevalence of Compassion Fatigue Among Helping Professions and Relationship to Compassion for Others, Self-Compassion and Self-Criticism, Health and Social Care in the Community. (2022) 30, no. 5, 1680–1694, https://doi.org/10.1111/hsc.13741.
10.1111/hsc.13741
PubMed Web of Science® Google Scholar
58 Yarahmadi S., Nobahar M., Raiesdana N., and Delshad E. S., Self-Compassion in Nursing Students and Its Correlations With Moral Intelligence, and Moral Perfectionism: A Cross-Sectional Study, SAGE Open Nursing. (2025) 11, https://doi.org/10.1177/23779608251320517.
10.1177/23779608251320517
PubMed Web of Science® Google Scholar
59 Beaumont E., Durkin M., Hollins Martin C. J., and Carson J., Compassion for Others, Self-Compassion, Quality of Life and Mental Well-Being Measures and Their Association With Compassion Fatigue and Burnout in Student Midwives: A Quantitative Survey, Midwifery. (2016) 34, 239–244, https://doi.org/10.1016/j.midw.2015.11.002, 2-s2.0-84959913895.
10.1016/j.midw.2015.11.002
PubMed Web of Science® Google Scholar
60 Shigematsu J., Hako S., Toyokuni C. et al., Moderating Effect of Self-Compassion in the Association of Automatic Thoughts and Rumination With Burnout Among Nursing Students, Current Psychology. (2024) 43, no. 47, 36306–36314, https://doi.org/10.1007/s12144-024-07062-6.
10.1007/s12144-024-07062-6
Web of Science® Google Scholar
61 Walter L. A., Identifying the Role of Self-Compassion in Nursing Students’ Perceptions of Readiness for Practice: A Mixed Methods Study, Journal of Holistic Nursing: Official Journal of the American Holistic Nurses’ Association. (2024) https://doi.org/10.1177/08980101241273366.
10.1177/08980101241273366
Web of Science® Google Scholar
62 Yalnızoğlu Çaka S. and Topal S., Resilience and Self-Compassion Affect Self-Handicapping in Turkish Undergraduate Nursing Students: A Correlational Study, Biomedica. (2025) 45, no. 1, 39–50, https://doi.org/10.7705/biomedica.7578.
10.7705/biomedica.7578
PubMed Google Scholar
63 Yang Z., Tse M. M. Y., Huang H. et al., Evaluating the Feasibility and Preliminary Effects of an Online Compassion Training Program for Nursing Students: A Pilot Randomized Controlled Trial, International Journal of Nursing Science. (2024) 11, no. 4, 421–428, https://doi.org/10.1016/j.ijnss.2024.08.007.
10.1016/j.ijnss.2024.08.007
PubMed Web of Science® Google Scholar
64 Lim H. H., Correlations Among Self-Compassion, Caring Efficacy, and Clinical Competence in Nursing Students, Journal of The Korean Society of Integrative Medicine. (2024) 12, no. 4, 283–292, https://doi.org/10.15268/ksim.2024.12.4.283.
10.15268/ksim.2024.12.4.283
Google Scholar
65 Steen M., Javanmard M., and Vernon R., The Influence of Self-Compassion upon Midwives and Nurses: A Scoping Review, Evidence-based Midwifery. (2021) 19, no. 3, 16–30, https://doi.org/10.2196/21917.
10.2196/21917
Google Scholar
66 Cooper A. L., Brown J. A., and Leslie G. D., Nurse Resilience for Clinical Practice: An Integrative Review, Journal of Advanced Nursing. (2021) 77, no. 6, 2623–2640, https://doi.org/10.1111/jan.14763.
10.1111/jan.14763
PubMed Web of Science® Google Scholar
67 Zheng R., Bloomer M. J., Guo Q., and Lee S. F., New Graduate Nurses’ Coping With Death and the Relationship With Death Self-Efficacy and Death Anxiety: A Multicentre Cross-Sectional Study, Journal of Advanced Nursing. (2021) 77, no. 2, 795–804, https://doi.org/10.1111/jan.14621.
10.1111/jan.14621
PubMed Web of Science® Google Scholar
68 Martin S. D., Urban R. W., Johnson A. H., Magner D., Wilson J. E., and Zhang Y., Health-Related Behaviors, Self-Rated Health, and Predictors of Stress and Well-Being in Nursing Students, Journal of Professional Nursing. (2022) 38, 45–53, https://doi.org/10.1016/j.profnurs.2021.11.008.
10.1016/j.profnurs.2021.11.008
PubMed Web of Science® Google Scholar
69 Lu J., Mumba M. N., Lynch S., Li C., Hua C., and Allen R. S., Nursing Students’ Trait Mindfulness and Psychological Stress: A Correlation and Mediation Analysis, Nurse Education Today. (2019) 75, 41–46, https://doi.org/10.1016/j.nedt.2018.12.011, 2-s2.0-85060532916.
10.1016/j.nedt.2018.12.011
PubMed Web of Science® Google Scholar
70 Neff K. D., Self-Compassion: Theory, Method, Research, and Intervention, Annual Review of Psychology. (2023) 74, no. 1, 193–218, https://doi.org/10.1146/annurev-psych-032420-031047.
10.1146/annurev-psych-032420-031047
PubMed Web of Science® Google Scholar
71 Gonçalves S., Vieira A. I., Machado B. C., and Bessa C., Non-Suicidal Self-Injury in Portuguese College Students: Relationship With Emotion Regulation, Resilience, and Self-Compassion, Current Psychology. (2024) 43, no. 9, 7877–7886, https://doi.org/10.1007/s12144-023-04985-4.
10.1007/s12144-023-04985-4
Web of Science® Google Scholar
72 Trompetter H. R., De Kleine E., and Bohlmeijer E. T., Why Does Positive Mental Health Buffer against Psychopathology? An Exploratory Study on Self-Compassion as a Resilience Mechanism and Adaptive Emotion Regulation Strategy, Cognitive Therapy and Research. (2017) 41, no. 3, 459–468, https://doi.org/10.1007/s10608-016-9774-0, 2-s2.0-85028281618.
10.1007/s10608-016-9774-0
PubMed Google Scholar
73 Zeng Y., Fu Y., Zhang Y., Jiang Y., Liu J., and Li J., Emotion Regulation in Undergraduate Nursing Students: A Latent Profile Analysis, Nurse Education in Practice. (2023) 71, https://doi.org/10.1016/j.nepr.2023.103722.
10.1016/j.nepr.2023.103722
PubMed Web of Science® Google Scholar
74 Costa D. A. V. D., Costa C. J. N. d., Kogien M., Gimenez L. B. H., Gherardi-Donato E. C. D. S., and Pedrão L. J., Nursing Students’ Mindfulness and Emotional Regulation: An Integrative Review, Revista Brasileira de Enfermagem. (2024) 77, no. 4, https://doi.org/10.1590/0034-7167-2023-0466.
10.1590/0034-7167-2023-0466
Google Scholar
75 Yu N. X., Chan J. S., Ji X. et al., Stress and Psychosomatic Symptoms in Chinese Adults With Sleep Complaints: Mediation Effect of Self-Compassion, Psychology Health and Medicine. (2019) 24, no. 2, 241–252, https://doi.org/10.1080/13548506.2018.1546014, 2-s2.0-85056572414.
10.1080/13548506.2018.1546014
PubMed Web of Science® Google Scholar
76 Conversano C., Ciacchini R., Orrù G., Di Giuseppe M., Gemignani A., and Poli A., Mindfulness, Compassion, and Self-Compassion Among Health Care Professionals: What′s New? A Systematic Review, Frontiers in Psychology. (2020) 11, https://doi.org/10.3389/fpsyg.2020.01683.
10.3389/fpsyg.2020.01683
Google Scholar
77 Phillips W. J. and Hine D. W., Self-Compassion, Physical Health, and Health Behaviour: A Meta-Analysis, Health Psychology Review. (2021) 15, no. 1, 113–139, https://doi.org/10.1080/17437199.2019.1705872.
10.1080/17437199.2019.1705872
PubMed Web of Science® Google Scholar
78 Qi X., Zhao Q., and Wang W., Severity of Insomnia and Stress Perception as a Chained Mediator Between Perceived Social Support and Somatic Symptoms in Chinese’s Nurses, Applied Nursing Research. (2025) 83, https://doi.org/10.1016/j.apnr.2025.151940.
10.1016/j.apnr.2025.151940
PubMed Web of Science® Google Scholar
79 Pourramzani A., Yasori K. M., Saadat S., and Eslamdoust-Siahestalkhi F., Perceived Stress and Somatic Symptoms With the Mediating Role of Self-Compassion in Medical Students, Research and Development in Medical Education. (2024) 13, no. 1.
Google Scholar
80 Selvi K. and Bozo Ö., Emotion Regulation Difficulties as Moderators in the Relation Between Perceived Stress and the Severity of Somatic Symptoms, Journal of Rational-Emotive and Cognitive-Behavior Therapy. (2023) 41, no. 4, 967–985, https://doi.org/10.1007/s10942-023-00520-3.
10.1007/s10942-023-00520-3
Web of Science® Google Scholar
81 Amazue L. O., Ozor O. T., Chukwuorji J. C., Ifeagwazi C. M., Onu D. U., and Onyedire N. G., Mental Pain and Suicidal Ideation in Nursing Students: The Moderating Role of Emotion Regulation, Cognition, Brain, Behavior. An Interdisciplinary Journal. (2019) 23, no. 3, 171–191, https://doi.org/10.24193/cbb.2019.23.10.
10.24193/cbb.2019.23.10
Google Scholar
82 Petzke T. M. and Witthöft M., The Association of Emotion Regulation and Somatic Symptoms, Psychosomatic Medicine. (2024) 10–1097.
Web of Science® Google Scholar
83 Okur Güney Z. E., Sattel H., Witthöft M., and Henningsen P., Emotion Regulation in Patients With Somatic Symptom and Related Disorders: A Systematic Review, PLoS One. (2019) 14, no. 6, https://doi.org/10.1371/journal.pone.0217277, 2-s2.0-85067204473.
10.1371/journal.pone.0217277
PubMed Google Scholar

All articles

The Relationship Between Difficulties in Emotion Regulation, Self-Compassion, and Somatization in Nursing Students

Abstract

1. Introduction

2. Methods

2.1. Study Design and Participants

2.2. Data Collection

2.3. Instruments

2.4. Data Analysis

3. Results

4. Discussion

4.1. Limitations

5. Conclusion

Conflicts of Interest

Funding

Acknowledgments

Open Research

Data Availability Statement

References

References

Information

About Wiley Online Library

Help & Support

Opportunities

Connect with Wiley

The Relationship Between Difficulties in Emotion Regulation, Self-Compassion, and Somatization in Nursing Students

Abstract

1. Introduction

2. Methods

2.1. Study Design and Participants

2.2. Data Collection

2.3. Instruments

2.4. Data Analysis

3. Results

4. Discussion

4.1. Limitations

5. Conclusion

Conflicts of Interest

Funding

Acknowledgments

Open Research

Data Availability Statement

References

References

Related

Information