Mindful self-care, subjective well-being and academic performance of students at risk of dropping out

https://doi.org/10.70228/PFREE2024025CAS

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ABSTRACT

Junior high school students face numerous challenges each year, Students at Risk of Dropping Out (SARDOs) represent a vulnerable subgroup facing multiple educational challenges, especially in public schools. With their vulnerability, it is imperative to look into their well-being. This descriptive-correlational research was conducted among 85 junior high school SARDOs sampled using the total enumeration technique to investigate the overall levels of Mindful Self-care, Subjective Well-being, and Academic Performance using the Mindful Self- Care Scale (MSCS), Students Subjective Well-being Questionnaire (SSWQ), Academic Performance Scale (APS) and the relationship between these variables. Demographic profile variables included Grade Level, School Location, Sex assigned at Birth, and Family Monthly Income. Based on the findings of this study, there is a higher frequency of SARDOs among male Grade 9 students living in rural areas with poorer economic status. Additionally, those who consistently engage in mindful self-care tend to report higher levels of subjective well-being. Moreover, SARDOs who consistently exercised mindful self-care strategies showed slight improvements in academic performance. The researchers also discovered that SARDOs' academic performance increased when their subjective well-being improved. Finally, a positive correlation was observed between higher levels of subjective well-being and better academic performance among SARDOs. The results served as the basis for the proposed intervention program titled “Mindfulness: Nurturing Well-being for Academic Success” to address SARDOs needs.

Keywords: mindful self-care, subjective well-being, academic performance, students at risk of dropping out