Assessing the Role of Self-Compassion in Dental Environment Stress and Academic Performance Among Dental Students: A Mixed-Methods Study

Abstract Background: Dental education exposes students to academic and clinical stress, potentially affecting their confidence andlearning. Self-compassion, may serve as a learner-related resource, but its relationship with dental environment stress and academic performance remains under-explored. Methods: The study examined the association of self-compassion with dental environment stress and academic performance and explored dental students’ experiences of self-compassion while coping with academic and clinical stress. An explanatory sequential mixed-methods design was used. The quantitative phase included 203 second, third, and fourth-year students from Islamic International Dental College. Self-compassion was measured using the 26-item Self-Compassion Scale, and stress using the modified 34-item Dental Environment Stress questionnaire. Academic performance was assessed through the most recent Combined Block Assessment scores. Descriptive statistics, Pearson correlations, and multiple regression were conducted using SPSS. In the qualitative phase, 18 students purposively selected from low, intermediate, and high self-compassion groups participated in three focus group discussions. Data were analysed using reflexive thematic analysis. Results: Self-compassion showed a weak but statistically significant negative correlation with dental environment stress (r = −0.247, p < .001). After adjustment for age, gender and year of study, higher self-compassion remained associated with lower stress ( B = −0.961, β = −0.248, p < .001). Adding self-compassion increased explained variance by 6.1% (Δ R ² = .061); the final model explained 9.7% ( R ² = .097). Neither self-compassion nor dental environment stress was significantly associated with theory or practical scores. Qualitative findings showed that students with higher self-compassion more often used balanced self-talk, regulated emotions, and recovered better from setbacks. While intermediate group showed varied response, lower self-compassion described emotional overwhelm, reduced confidence, and excessive self-criticism. Clear expectations, constructive feedback, mentoring, and psychological safety also shaped coping and learning. Discussion : Although the academic score findings were non significant, students’ accounts suggest that self-compassion may support engagement with feedback, emotional regulation, help-seeking, and clinical confidence. Conclusion: Self-compassion showed a weak but statistically significant association with lower dental environment stress but was not significantly associated with academic scores. These findings may inform learner-support and faculty-development strategies promoting reflective learning and adaptive responses to the demands of dental education.