The Mediating Roles of Self-Compassion and Emotion Regulation in the Relationship Between Psychological Resilience and Mental Health Among College Teachers

Background: The compromised well-being of educators engenders a range of educational, social, and economic issues that cannot be adequately addressed through the mere awareness of risk factors. The present research explores the mediating roles of self-compassion and emotion regulation strategies (cognitive reappraisal and expressive suppression) on the relationship between academic teachers’ psychological resilience and mental health. Methods: A total of 405 academic teachers from four colleges in Tabuk City, Saudi Arabia, participated in the study between September and November 2023. The standardized questionnaires measuring psychological resilience (The Brief Resilience Scale- BRS), self-compassion (The Self-Compassion Scale-SCS), emotion regulation (The Emotion Regulation Scale-ERS), and mental health (General Health Questionnaire-12) were used to collect data. The bivariate correlation, regression, and path analysis were employed to investigate their associations. Results: The findings demonstrated a significant positive impact of psychological resilience on mental health (β=0.39, p0.001). Selfcompassion emerged as a significant positive mediator, strengthening the association between resilience and mental health (β=0.18, p0.01). Cognitive reappraisal was found to have a positive mediating effect on this relationship (β=0.16, p0.01), highlighting its functional significance in regulating emotions. Conversely, expressive suppression was found to negatively mediate the relationship, with an indirect effect of β=-0.12 (p0.05), indicating a maladaptive influence on mental health. Conclusion: The research emphasizes the significance of fostering self-compassion and adaptive regulatory strategies, like cognitive reappraisal, while mitigating maladaptive approaches, including expressive suppression, in order to enhance the mental health of university educators. These findings underscore the necessity for culturally sensitive mental health interventions within educational institutions in Saudi Arabia.