Thriving through transition: a narrative review of optimism, self-compassion, and academic stress in first-year college students

Introduction: Optimism and self-compassion are increasingly recognized as psychological resources relevant to academic stress regulation, yet their complementary roles among first-year university students remain theoretically underintegrated and empirically limited. Methods: This narrative review synthesizes empirical and theoretical research drawing on 44 peer-reviewed studies published between 2000 and 2024, employing structured search procedures to identify converging and divergent findings across four domains: direct associations, mediation and moderation processes, cultural and contextual influences, and intervention-related outcomes. Results: Across studies, both traits are generally associated with adaptive coping and lower perceived stress, although the strength and consistency of these relationships vary across contexts and study designs. Evidence regarding their interaction remains limited, with most findings derived from cross-sectional data. Cultural factors appear to shape how these traits are expressed and experienced, particularly in contexts where norms surrounding emotional expression and achievement differ. Discussion: Based on these patterns, the review proposes a dual-pathway conceptual framework distinguishing cognitive (optimism) and emotional (self-compassion) processes in academic stress regulation. This framework is intended as a heuristic model rather than an empirically validated mechanism. Methodological limitations, including reliance on cross-sectional designs and limited cultural diversity, are critically evaluated. The review highlights the need for longitudinal, culturally sensitive research to better understand these relationships and inform approaches to supporting student wellbeing during the first-year transition.