Title: Students' Mindful Self-Care and Academic Resilience In Adapting Modular Distance Learning
Authors: Joseph C. Pasco
Volume: 9
Issue: 9
Pages: 41-50
Publication Date: 2025/09/28
Abstract:
Prioritizing learners' general welfare due to abrupt change of learning delivery mode from the traditional face-to-face classes due to Covid-19 outbreak is essential to help them adapt to the new normal education. This descriptive-correlational study examined how mindful self-care practices can be utilized to strengthen students' academic resilience in adapting modular distance learning. Data were collected through survey questionnaires from 371 students, and analyzed using descriptive statistics, Pearson r product-moment correlation, and multiple regression analysis. The results revealed that students engage in mindful self-care activities two to three days a week, and mindful awareness was the most preferred activity while the least frequency of practice was physical care. Students had also exhibited high academic resilience in adapting modular distance learning. Moreover, the correlation between the students' general mindful self-care and global academic resilience yielded a strong positive magnitude of relationship, r=.920, p<.01. However, when the six dimensions of mindful self-care were regressed to students' global academic resilience, only self-compassion and purpose (?=.336, t=5.924, p<.01), supportive structure (?=.190, t=2.963, p<.01), and mindful relaxation (?=.154, t=2.827, p<.01) positively predicted the dependent variable. Educators and decision-makers should design programs and interventions for mindful self-care practices to support and sustain students' academic resilience.