Research suggests that self-compassion training moderates multiple difficult emotional experiences among college students, including depression, stress, anxiety, and avoidance, and increases positive feelings such as compassion for others, mindfulness, and life satisfaction (Neff & Germer, 2013). Yet online college students' time constraints make it unlikely they would commit to 8-weeks requiring 45-min daily meditations (Neff & Germer, 2013). Therefore, the present investigation determined whether integrating brief self-compassion practices into first-term online college composition courses would decrease writing apprehension and improve self-compassion, life satisfaction, and academic persistence/grit. 23 online university students completed pre- and post-test measures and participated in a 9-week self-compassion training, 5 minutes daily. 2 of 4 hypotheses were confirmed: 5 minutes of daily self-compassion practice increases self-compassion among online writing students; 2. self-compassion practices improve overall life-satisfaction. For 2 other hypotheses--whether 5 minutes of daily self-compassion practice decreases writing apprehension and increases academic persistence/grit--results were unclear. Therefore, integrating self-compassion into first-term online college composition courses appears to improve self-compassion and life satisfaction, with impacts on writing apprehension and academic persistence/grit meriting future research. Although impacts of self-compassion training on writing apprehension were unclear, results suggested that self-compassion increases may buffer against problematic writing apprehension levels. These findings expand on prior research, demonstrating: 1. even small amounts of self-compassion training somewhat increase self-compassion, may bolster students against problematic writing apprehension levels, and greatly increase life satisfaction; 2. prior findings regarding self-compassion training with traditional on-ground and younger students may apply to online students across ages. Future researchers should recruit larger samples for confirmatory statistical analyses and include metrics of actual academic success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]