Criticizing and reassuring oneself: an exploration of forms, styles and reasons in female students
Abstract
Objectives: Self‐critical people, compared with those who self‐reassure, are at increased risk of psychopathology. However, there has been little work on the different forms and functions of these self‐experiences. This study developed two self‐report scales to measure forms and functions of self‐criticism and self‐reassurance and explore their relationship to depression. Methods: A self‐report scale measuring forms of self‐criticism and self‐reassuring, and a scale measuring possible functions of self‐criticism, together with a measure of depression and another self‐criticism scale (LOSC), were given to 246 female students. Results: Self‐criticizing vs. self‐reassuring separated into two components. Forms of self‐criticizing separated into two components related to: being self‐critical, dwelling on mistakes and sense of inadequacy; and a second component of wanting to hurt the self and feeling self‐disgust/hate. The reasons/functions for self‐criticism separated into two components. One was related to desires to try to self‐improve (called self‐improving/correction), and the other to take revenge on, harm or hurt the self for failures (called self‐harming/persecuting). Mediation analysis suggested that wanting to harm the self may be particularly pathogenic and is positively mediated by the effects of hating the self and negatively mediated by being able to self‐reassure and focus on one's positives. Conclusions: Self‐criticism is not a single process but has different forms, functions, and underpinning emotions. This indicates a need for more detailed research into the variations of self‐criticism and the mechanisms for developing self‐reassurance.
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In educational contexts, threat can come from pedagogical and organisational practices that encourage students to dwell on their failings, to feel disappointed in themselves, and to doubt their futures.
“In educational contexts, threat can come from pedagogical and organisational practices that encourage students to dwell on their failings, to feel disappointed in themselves, and to doubt their futures (mirroring the threats to self-compassion as conceptualised in compassion-focused therapy; Gilbert et al., 2004).”
From Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis (2023) · cites this paper as Gilbert et al., 2004
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References 40 · Cited by 877
- Authors
- Gilbert, P., Clarke, M., Hempel, S., Miles, J. N. V., & Irons, C.
- Affiliations
- University of Derby (GB)
- University of York (GB)
- Corresponding author
- Gilbert, P.
- Venue
- British Journal of Clinical Psychology
- Publisher
- Wiley
- Published
- 2004-03
- Volume
- 43
- Issue
- 1
- Pages
- 31-50
- ISSN
- 0144-6657 (ISSN-L)
- 2044-8260
- OpenAlex
- W2102170277
- Cited by
- 877
- References
- 40
- Citations by year
- 2026: 50 · 2025: 91 · 2024: 80 · 2023: 90 · 2022: 81 · 2021: 85 · 2020: 64 · 2019: 60 · 2018: 50 · 2017: 45 · 2016: 40 · 2015: 30 · 2014: 29 · 2013: 14 · 2012: 18
- FWCI
- 5.22
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- British Journal of Clinical Psychology (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- Social Sciences › Psychology › Clinical Psychology › Psychological Treatments and Assessments
- Social Sciences › Psychology › Clinical Psychology › Perfectionism, Procrastination, Anxiety Studies
- Keywords
- self-criticism, self-reassurance, depression, female students, self-harm, self-disgust, human development, psychopathology risk, self-report scale, mediation
- MeSH terms
- Adult, Depression, Female, Humans, Surveys and Questionnaires, Self Concept
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