Navigating academic setbacks with intention and self-efficacy for decentering and self-compassion

After setbacks, students want to regain their balance. One way to do this is by keeping a healthy distance from disturbing cognitive and emotional experiences (decentering) and being kind to oneself (self-compassion). The present work pioneers assessing the intention and self-efficacy for decentering and self-compassion after academic setbacks on a comprehensive international sample across four studies ( N = 1846). We propose distinguishing between intention and self-efficacy, as students may desire to engage in decentering and self-compassion following setbacks (intention), but they may not believe they can do so (self-efficacy). Study 1 suggests that the post-setback decentering and self-compassion dimensions have strong reliability and are well separated regarding both the intention and self-efficacy constructs. Intention and self-efficacy had weak-to-moderate correlations, indicating the relevance of the distinct constructs. Study 2a and Study 2b demonstrated that both constructs have meaningful relationships with constructs related to well-being and mental health in the academic context but are independent of academic performance. Study 2c demonstrated a meaningful relationship pattern with growth mindset and mindset meaning system measures. Students' post-setback intentions and self-efficacy for decentering and self-compassion seem relevant for their well-being during academic challenges but not for their academic performance. • New scales assess intentions and self-efficacy for decentering and self-compassion. • Decentering and self-compassion emerge as distinct, related adaptive strategies. • Scales show strong links to well-being, trait mindfulness, and academic resilience. • Cross-cultural validity confirmed in French and Hungarian student populations. • Self-efficacy linked to less stress, anxiety, and helpless reactions to setbacks.