Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

It is crucial to analyze how students have been affected by prior national and

worldwide environmental hazards and occurrences in order to better comprehend the

possible effects of COVID-19 upon mental health services for students and well-

being. Previous research in this field has tended to focus on more steady domains of

developmental psychology research, such as terms of gender and age in response to

substantial stresses. Only a tiny corpus of studies had examined stress reactions in

regard to mental wellbeing catastrophes prior to the worldwide pandemic, and much

of that study had relied on how youngsters cope to trauma connected with

environmental hazards like storms, thunderstorms, floods, and fires (Schwartz et al.,

2021).

COVID-19's influence on students' mental well-being and sleep has been

studied in numerous nations to far. Home lockdown, inadequate physical activity,

uncertainties about the pandemic's course, a lack of knowledge, and panic of

contracting COVID-19 have all been identified as factors for students' mental

wellbeing. Fear of being infected, as well as the perception of a high chance towards

becoming susceptible to infection, have been found to have an influence on students'

mental health (Alyoubi, 2021).

Self-care has been found as a key source of support avoiding mental health

issues among students which should be carefully analyzed and cared during and

after the pandemic times of COVID-19. Self-care has been shown in researches to
reduce stress, reduce substance-abuse-related issues, promote relaxation, and

increase overall standard of living in students from all sectors of life. During the

Covid-19 epidemic, there was additional evidence of a link amongst self-care and

reduced psychological trauma among students (Cleofas, 2021).

Self-Care should be highly regarded as it has implication to the well-being of

the student primarily in mental health or perspectives. Mental issues can be caused

by a variety of circumstances, including the environment, any concerns at a certain

age, age and educational decisions for the future - a career, a goal to advance, and

hurdles, amongst many others. Learners to comprehend difficulties, recognize

susceptible individuals and psychical issues on school clinical prediction,

management and rehabilitation, counseling, and much more proactive school or

university in the hope of improving student educational success and, ultimately, to

create societal growth. Mental wellbeing is a subspecialty of mental health whose

goal is to protect general wellbeing through preventative measures, variables that

influence the process of mental disorders, and prompt diagnosis of mental illnesses

(Nami et al., 2014).

The Mental Health Law of the Philippines 2017, which was put into effect in

2017, has only served to emphasize the importance of mental wellbeing in the

Philippines. As much as that is the case, there are already a number of wellness

models that attempt to describe the numerous factors that must be taken into account

for a person to have excellent mental health or wellbeing. Of these wellness models,

The Indivisible Self of Myers and Sweeney is the most popular. According to this
theory, mental health and wellbeing are ways of living that promote the best possible

health and well-being (Estacio & Acab, 2021).

A prominent cause of impairment globally over the past 20 years has been the

rise in mental health issues among children and adolescents. Currently, estimates

place the prevalence of diagnosable mental, emotional, or behavioral illnesses

among school-aged children between 10 and 20 percent. There are two ways that

issues with mental health might present themselves: internally or externally. From

preschool age forward, disruptive behavior difficulties, attention deficit hyperactivity

disorders (ADHD), oppositional defiant disorders, and conduct disorders are the most

prevalent externalizing challenges. Depression, anxiety, panic disorder, mood

disorders, social phobia, specific phobias, and obsessive-compulsive disorder are the

most common internalizing disorders. Self-harm, suicidal thoughts, eating disorders,

depression, and addiction diseases are rising issues among young people, according

to data gathered over the past ten years (Cavioni et al., 2020).

The necessity for self-care activities was more understood by experts, and they

valued mindfulness' advantages in other areas of their lives. According to the

research, there is a link between mindfulness and general well-being, and it is crucial

to include mindfulness training programs in school curricula. In a study, participants in

mental health programs were asked to investigate the function of mindful self-care

characteristics in influencing wellbeing. The findings showed that mindful self-care

and wellbeing were positively correlated, with the strongest association being found

between wellbeing and a supportive environment.

 With this in mind, the researcher wants to see if students at one public

secondary school in San Pablo City exercised self-care and were able to use it

effectively to handle conditions during the pandemic and throughout the

implementation of flexible learning. This also described if students made attempts to

achieve mental wellness after demonstrating good self-care. Considering the

initiatives and programs implemented in the school premise, the guidance office with

the teacher in-charge in values education had their campaign through a webinar on

how students would be about to manifest well self-care which may help them attain

mental well-being. The purpose of this study is to identify the lived experiences of

Grade 10 learners on psychological well-being in the post-pandemic era.

Theoretical Framework

The discipline of positive psychology was established by psychologists Mihaly

Csikszentmihalyi and Martin E. P. Seligman in the late 1990s. It reoriented the

conventional framework of psychology and psychotherapy away from a disease-

model and toward a paradigm of well-being and human flourishing. This signified a

fundamental movement away from traditional psychology's pathology-, symptom-

alleviation-, and survival-based orientation and toward circumstances that promote

good experiences, wellness, human flourishing, and thriving. The subject of positive

psychology has grown over the past 25 years via rigorous, controlled scientific

investigation, as will be recounted in a later section. It now offers a wide variety of

interventions and uses in psychotherapy as well as in other sectors as diverse

(Schiavone, 2017).
 Self-Care Theory supports the positive psychology of Csikszentmihalyi and

Seligman focused on human behavior that is required to maintain self-care. keep

fundamental functions in place a n best situation is for a person to be able to meet

his or her own requirements and function at their best. Two elements influence self-

care: rehabilitative self-care desire and self-care agency. The quantity and type of

therapy self-care that an individual use is not exclusive to the level of self-care that

they can actually accomplish. The need for rehabilitative self-care is different for

each person and is established by basic conditioned variables and tested using the

Universal Self-Care Requisites (Jackson, 2015).

Orem’s Self-Care Theory focuses on the performance or practice of actions

that individuals start and undertake on their own behalf to sustain life, health, and

well-being. Self-care Requisites or prerequisites can be described as behaviors

geared toward the provision of self-care (Hartweg, 1991).

Given that stress can arise as a result of situations such as the potential for

COVID-19 contagion as well as the personal ramifications of confinement, it can

lead to changes in how people use self-care activities (such as physical activity, a

healthy diet, or a supportive network) as a coping mechanism, and thus have an

impact on their well-being. As a result, self-care may account for some of the

impacts of stress on psychological well-being. On the one hand, lower stress levels

are linked to greater life satisfaction and pleasure. Psychological well-being, such

healthy interpersonal connections, autonomy, environmental mastery, and

psychological flexibility, is linked to a decreased risk of cardiovascular disease and

protects against mental illness (Luis et al., 2021).

 It is critical to emphasize the positive effects of self-care practices as an

individual becomes more aware of his or her mental health and general well-being.

You will be confronted with problems and tensions linked with the human

experience throughout the semester. This contract is designed to help you be aware

of any pressures that may arise this semester, as well as obstacles that may hinder

you from practicing self-care. This contract also gives you the chance to come up

with your own healthy coping and stress management strategies. Self-Care

practices involves Physical, Psychological, Emotional, Spiritual, Academic, Balance

(Saakvitne & Pearlman, 1996)

There is no universally accepted definition of mental wellbeing. However,

mental health and mental disease are today considered separate entities, and there

are two basic approaches in the research that distinguish between the two. Mental

health and mental disease are two opposed poles on a continuum, according to the

continuum method. Between these extremes, there exist varied degrees of health

and disease, with the majority of us falling somewhere in the middle. On the other

side, the categorical approach depicts mental health and sickness as a binary.

People who show signs of mental illness would fall into that group and be branded

as such, whilst those who do not show these signs would be regarded mentally well

(Hernández-Torrano et al., 2020).

When experts looked at the meanings of the items in Mental Wellbeing,

researchers discovered that they could be divided into five categories: Self-Esteem

includes items that refer to self-acceptance and self-development, Emotional

Intelligence includes items that refer to feeling calm and peaceful, and content.
 Interdependence and reciprocal assistance are two aspects of social intelligence.

Finally, Cognitive Efficacy refers to being alert and being able to think clearly and

sensibly. Resilience relates to feeling in control and being able to cope with life's

problems (Fen et al., 2013).

Lived Experiences of Grade 10 Learners on Psychological

Well-being in the Post-pandemic Era

Phenomenological Reduction
(Testimonies of the Grade 10 Learners on Psychological Well-being)

Imaginative Variation
(Themes Emerge from Qualitative Data Analysis)

Intuitive Integration
(Essence of Lived Experiences of Grade 10 Learners on Psychological
Well-being)

Researcher’s Reflection

Development Program in Psychological Well-being

Figure 1. The Research Paradigm

Figure 1 shows how the researcher will be conducted the present study. It shows

the process of data analysis in conducting phenomenological research. The study will

be divided into three main stages. As can be seen in Figure 1, the testimonies of the

Grade 10 learners on psychological well-being in the post pandemic era will be the main

source of data for study. Through the semi-structured interviews conducted with the

participants via one-on-one interview will be videoed by the researcher, she will be able
to generate themes from the similar responses of the teachers. Careful data analysis

will be conducted to arrive at the emerging themes of the study.

The primary data gathering method to be used is through face-to-face interviews

securing the health protocols prescribe by the IATF due to the COVID-19 pandemic. In

this process, the researcher will be asked about the experiences of the participants

regarding distance learning. The questions in the interview included the lessons,

challenges and future directions about Grade 10 learners on psychological well-being.

The study will be divided into three main stages. The first stage will be

Phenomenological Reduction to be followed by Imaginative Variation and finally,

Intuitive Integration.

Statement of the Problem

The present study described the lived experiences of the Grade 10 learners on

psychological well-being in the post-pandemic era. The central question of the study is:

Central Question

What is the essence of the lived experiences of Grade 10 learners on

psychological well-being in the post-pandemic era?

Corollary Questions

1. How do the Grade 10 learners on psychological well-being in the post-

pandemic era?

2. What themes emerged from the testimonies of Grade 10 learners-participants?

3. What development program on psychological well-being in the post-pandemic

era can be proposed?

Significance of the Study

The findings of this study will provide empirical evidence for understanding

how students demonstrated self-care despite the position they were in throughout

the implementation of flexible learning in schools and how it contributed to their

mental well-being. As such, the study will benefit the following sectors of our

society:

Students. This research aims to help students to encourage and model

respect, healthy attitudes, and behaviors, particularly in the area of mental

wellbeing. It teaches our children how to develop self-care in a variety of areas of

their lives, despite the fact that they are in the midst of a pandemic. It not only

promotes and models respectful and healthy interactions throughout the school, but

it also assists instructors in teaching children how to create relationships, resilience,

and confidence.

Parents. The findings of the study will assist parents in communicating with

their children in an open and honest manner, especially about their values. This

would also assist them in supervising their child so that healthy decision-making

could be facilitated. It may also be a terrific place for them to spend quality time with

their child while doing activities together. Participate in school activities and assist

with homework and any other activities that will allow them to check their child's

well-being.

Guidance Advocates and Teacher-Counselors. The findings of the study

may aid them in asking students about how they practice self-care and engage in

activities that promote wellbeing. As part of normal health examinations, they may
be able to offer advice on family connections and school experiences to strengthen

mental health. They may also support good parenting practices that will benefit their

students' mental health and involve parents in talks about how to connect with their

children, communicate effectively, and monitor activities and health habits as a

result of this. They could also construct programs to teach parents and children

about development and health hazards.

Administrators. The study's findings might aid schools in providing safe and

supportive settings for students, whether in person or online. They might also create

a program that connects students to mental health resources and incorporates

social emotional learning. They may also assist in the training of teaching and non-

teaching personnel in order to create safe and supportive settings for students’ self-

care and well-being.

Future researchers may be interested in measuring students' self-care and

mental wellbeing in order to craft a certain guidance and counseling program.

Scope and Delimitations

The study will investigate the lived experiences of Grade 10 learners on

psychological well-being in the post-pandemic era. This one will be delved on the

experiences they have in psychological well-being in the post-pandemic era. The

participants of the study will be composed of ten (10) Grade 10 students from one of

the public secondary schools in City Schools Division of San Pablo. They will be

purposely selected. The participants are students who are experiencing some

issues in the psychological well-being in the post-pandemic era. The strands of

questions focused on the experiences regarding the psychological well-being in the

post-pandemic era. This explored on the lessons and challenges and future

directions they encounter. The findings of the study would be used only as basis for

the development of development program for students in their psychological well-

being in the post-pandemic era.

The study was limited to the concept of self-care on physical, psychological,

emotional, spiritual, academic and balance. It was also limited to the measurement

of mental well-being when it comes to self-esteem, social intelligence, emotional

intelligence, resilience and cognitive efficacy.

Definition of Terms

The following terms are operationally defined concerning the study. They

were given as a way to have a better grasp of the terms that were used in this

research.

Academic. It refers to the condition on how students make consideration of

accomplishing their tasks in school, allocate appropriate time to study and make

connections with their teachers.

Balance. It refers on how students were able to establish a balanced time for

school and family to control time and stress management.

Cognitive Efficacy. It refers to an individual's cognitive abilities and

competency that enable them to observe the world realistically and make good

judgments in order to manage their life events.

Emotional. It involves becoming mindful of and identifying your emotions, and

then allowing yourself to draw into them in a manner that values yourself and your

sensations.
 Emotional Intelligence. It refers to the ability to detect and control one's own

emotions in order to obtain pleasure and calm.

Mental Well-Being. Our emotional, psychological, and social well-being all

contribute to our mental wellbeing. It has an impact on the way we think, feel, and

act. It also influences how we deal with stress, interact with people, and make

decisions. Mental wellbeing is crucial at all stages of life, from infancy through

adolescent to maturity.

Physical. It describes how you nourish your body, how much sleep you

receive, how much physical exercise you engage in, and how well you look after your

bodily requirements. Physical self-care includes things like going to doctor's visits,

taking medicine as recommended, and keeping track of your health.

Psychological. It entails a process of discovery, reflection, and development.

Personal and professional growth are possible psychological self-care activities.

Focus on the aspects of your life that you can influence.

Resilience. It refers to the psychological mechanisms that enable a person to

cope with unfavorable life experiences and thrive in the face of adversity.

Self-Care. It refers to actions and practices that can help you manage stress

and improve your general well-being: in other words, proactive self-care. Self-care is

necessary for success both inside and beyond the classroom.

Self-Esteem. It refers to accepting oneself and believing that oneself is a

dynamic process that evolves over time via growth and learning.
 Social Intelligence. It refers to the ability to build positive social interactions

and interdependence with others, as well as the knowledge and skills required to do

so.

Spiritual. It alludes to activities that feed your soul and allow you to think

greater than yourself. Spiritual self-care doesn't have to be religious, but it can be for

some. Meditation, yoga, traveling to a place of worship, being in nature, setting aside

time for self-reflection, and so on are some examples.

 Chapter 2

REVIEW OF RELATED LITERATURE

The study described the main problem's aspects, current situation, and variables

in this chapter using related literature and studies primarily from books, journals, the

internet, and other sources. The review is divided into three sections: (1) Self-Care

of Students, (2) Mental Health of Students, and (3) Mental Health during Post-

Pandemic.

Self-Care of Students

Any purposeful acts you do to care for all elements of your wellbeing are

considered self-care. We prefer to conceive of wellbeing as spanning at least seven

different aspects at the Wellness Education Centre, comprising academic,

social/cultural, environmental, mental, physical, spirituality, and economical. Self-care

is defined by the Fort Garry Women's Resource Centre (2016) as care delivered "for

you, by you." It's about recognizing your personal requirements and performing tasks

to satisfy them. Taking on a trek, for example, may allow you to keep your physical

and mental health. Taking action to cultivate your social wellbeing might include

reaching out to a friend or family member.

Self-care is one of humans' most fundamental capacities for addressing their

requirements in order to sustain their life, health, and welfare in line with their health

circumstances. Self-care also attempts to enhance one's health, maintain personal

cleanliness, avoid illnesses, boost one's self-confidence, and generate beauty. The

seven pillars of self-care are knowledge and health literacy, mental wellbeing, self-

awareness, and agency, physical activity, healthy eating, risk avoidance or mitigation,
good hygiene, and rational and responsible use of self-care products and services,

according to the International Self-Care Foundation (Puspitasari & Budiastuti, 2019).

The Self-Care Plan approach and document are intended to be used with kids as

a self-discovery tool and conversation starter regarding their overall well-being. The

objective is that the process, which is driven by their ideas, beliefs, and actions, will

empower youngsters. They evaluate their happiness in eight key areas of their lives

and analyze any new options they might like to pursue as well as the individuals who

might help them make those decisions. The planning process can assist adolescents

in appreciating the value of balance in all eight areas of well-being.

Self-care has been found as a significant protective factor against mental health

difficulties among students. Self-care has been shown in studies to reduce stress,

reduce substance-abuse-related issues, improve sleep, and increase overall quality

of life in students from all backgrounds. During the Covid-19 epidemic, this link

between self-care and reduced psychological distress among students was also

observed (Cleofas, 2021).

Cardinal and Thomas (2016) discuss techniques to help each person attain their

full potential via self-care, as well as the symptoms of those who practice and do not

practice self-care. Knowing yourself allows you to approach prioritizing in relation to

what you do and time management more effectively while also taking care of your

own physiological demands. Other tactics include making sure you and people you

care about are secure, nurturing essential connections by focusing on those that

"make memories" and foster bonding, developing your own competencies, which can
include mentoring and leadership, and looking for opportunities to serve others

(cardinal & Thomas, 2016).

Physical. To maintain one's physical and mental health, one must be conscious

of one's own physical and mental health and use self-care mental health habits to

deal with mental disorders that emerge in everyday life. Self-care habits that are

adequate in mental health will improve an individual's self-esteem and capacity to

manage stress, anxiety, and other mental health issues. Furthermore, a person with

high self-esteem will be more capable of dealing with life's challenges, according to a

prior study. Self-care activities have also been demonstrated to improve mental and

physical health, happiness, and learning efficiency among university-aged teenagers

in other research (Auttama et al., 2021).

While studies on medical student well-being suggest that self-care and health

promotion measures are linked to higher quality of life, students' perceived stress is

linked to worse resilience and greater mental and physical health requirements. The

physical, psychological, social, and/or environmental well-being of an individual in

relation to his or her objectives, standards, and culture has been characterized as

quality of life. Traditionally, research exploring the advantages of good self-care in

medical school has focused on how one or more specific areas of self-care, such as

mindfulness, exercise, diet, or sleep, improve students' stress and/or quality of life

(Ayala et al., 2018).

Psychological. Surprisingly, despite the quarantine and online-class-related

hurdles identified in the qualitative findings, quantitative descriptive data suggested

that students may still engage in self-care. For example, as seen in the qualitative
results, the ability to engage in the physical care component of self-care (e.g.,

exercising, eating nutritious foods, and engaging in mind/body practices) that

received the lowest score can be linked to quarantine-induced limitations, such as

restrictions on engaging in outdoor self-care activities and closure of self-care related

services. Also, the absence of social connections, job strain, and psychological

tiredness they faced as a result of the epidemic and the nature of online education

might be connected to their reduced degree of mindful awareness (Cleofas, 2021).

Self-care behavior may be as basic as eating nutritious meals and getting

enough sleep. Counseling students are unfortunately bombarded with multiple

demands on their time, abilities, and resources, making it difficult to practice self-

care. Despite the fact that the counseling industry understands the need of self-care,

most counseling students may not be engaging in it owing to a lack of time and

energy. In addition, while students may receive a degree in psychological care for

others, not all of them would recommend personal counseling for themselves,

according to one research (Mayorga et al., 2017).

Targeting cognitive distortions reduces cognitive distortions in depressed people

in psychological self-care. Depression is one of the most frequent and devastating

issues among teenagers. Individuals throughout their school years have various traits

that might lead to depression symptoms and impede them from learning. Self-care

education can help teenagers lessen the symptoms of depression by increasing self-

confidence, self-esteem, passion for life, and drive for achievement. Students can

benefit from psychological self-care instruction in many parts of life, including

schooling, to enhance their condition. Self-care education teaches students how to

manage their health resources, which improves their health, decreases worry, and

enhances their quality of life (Zarimoghadam et al., 2021).

Emotional. Emotional anguish is widespread throughout adolescence, and

informal coping techniques are often employed. Depression, anxiety, and negative

mood states are all related with adolescence, which is a vital period in the

development of personal and social identity. Similarly, research has revealed that

teenagers reject professional treatment and have unfavorable opinions regarding it,

preferring to address their problems themselves. However, data suggests that

knowledge on whether self-help practices are useful for mental health disorders is

insufficient, particularly in cases when symptoms are mild (Martorell-Poveda, et al.,

2016).

The expensive expense of mental health care, such as inpatient facilities and

outpatient therapies, is another reason why undergraduate students may be hesitant

to seek help. Music has the inherent power to help individuals unwind and reflect on

their feelings. People may link words and feelings by listening to music. The pace,

timbre, melody, and harmony of music all have an impact on the human brain.

Individuals might benefit from group drumming to relieve stress from work or school.

Music therapy can increase self-esteem and self-efficacy, according to Use of Music

Therapy for Enhancing Self-Esteem among Academically Stressed Adolescents.

Self-care skills and the value of putting aside time for oneself may not be taught to

students (Parker & Student, n.d.).

Self-care is frequently discussed among "helping professionals." All types of

service providers benefit from working with individuals and communities. However, it
is fraught with difficulties, particularly for professionals who engage with survivors of

abuse, violence, and trauma Even if you are not directly participating, what you hear,

see, or experience when assisting others may have an impact on you. If front-line

caregivers do not take care of themselves properly, they risk diminishing internal

resources. Emotional reactions can become chronic and accumulate over a long

period of time. Witnessing others' suffering can lead to emotional numbness,

maladaptive coping mechanisms, and even emotional collapse.

Spiritual. Every person's mental health and spiritual activity are inextricably

linked. Spirituality may have a good impact on mental health and emotional well-

being in a variety of ways. People are more associated with spiritual and mental self-

care activities for coping with psychosocial difficulties during pandemic situations.

Online learning courses, indoor play, relaxation exercise, yoga & meditation, prayer,

creative activities, positive thinking, hope installation, reading, and music have all

been identified as coping techniques during the COVID epidemic, according to

studies. Positive mental health advice includes positive thinking, regular/relaxing

exercise, a balanced diet, online socialization, taking a break from everyday job, and

other healthy lifestyle practices (Sailo & Harikrishnan, 2021).

Allowing students to use mindful body-scanning, prayer, and meditation walking

as key self-care strategies integrates holistic health into the healthcare context,

enhancing students' capacity to cope with one of the most stressful occupations on

the planet. This kind of self-care management has also been demonstrated to

improve human values like empathy and compassion, which both contribute to the

efficacy of care (Nilsson, 2022).

 Academic. Neel (2017) also talked about training, pointing out that many

academic programs don't focus on the individual student as a whole person who is

growing personally and artistically as part of the educational process. According to

him, expressive arts therapy instruction and practice, as well as the trainee's

psychological and creative growth and development, go hand in hand and must be

nourished as one body, rather than as distinct entities.

To mitigate and, ideally, prevent the impacts of student burnout,

Adequate self-care may help to alleviate the condition. Self-care is described as

a process of increasing our awareness of our surroundings while attempting to

reduce the negative effects of unhealthy mental and physical pressures. As

circumstances such as job, family relationships, economic situation, and academic

ability vary from person to person, the actual degree of self-care necessary for

persons pursuing a college education may alter. While the importance of self-care

may differ among college students, understanding how to manage the pressures that

come with college life may be helpful in preserving their social and cognitive health

(Semedo, 2019).

The inability to generalize findings owing to the major sample composition of

prior studies utilizing clinical and counselling psychology graduate students is

highlighted in the present self-care literature. Given the absence of variety in training

that is included in studies (e.g., school psychology), Previous findings relating to the

advantages of self-care behaviors for psychology students' psychological well-being,

academic performance, emotion, and perceived stress raise reasonable questions

about generalizability. The psychological outcomes that will be studied with school
psychology students in the present study will include psychological well-being,

academic performance, affect, and perceived stress, in order to overcome the

constraints identified (Postil, 2021).

Balance. Students must juggle many obligations including as teaching, clinical

attachments, exams, extra-curricular activities, and social life. Medical students'

work-life balance and wellness may be jeopardized by the combination of academic

pressure and immersion in a clinical setting. Medical students have significant rates

of anxiety, despair, and stress, according to international systematic evaluations. If

not handled, some students may experience burnout and empathy loss (Picton,

2021).

Massages and lengthy baths are common misconceptions about self-care in

creating a balanced life. Self-care is more than that, and it may be far more modest

than most people think. It's about carving out time in your day to care for the pieces

of yourself that make you entire. When we nurture these crucial components of

ourselves, we perform at our best, and each of these pieces has its own weight and

is essential to producing a whole, balanced image of who we are.

Mental Health of Students

Pandemics have been linked to the deterioration of mental health in the past. The

conditions surrounding the COVID-19 outbreak have caused everyone, notably high

school students, to become more stressed and anxious. When compared to other

pandemics, experts observe a substantially greater percentage of kids with

psychiatric difficulties during the COVID-19 pandemic. According to the American

Psychological Association (APA), approximately 81 percent of Gen Z youths (ages

13–17) suffer more extreme stress as a result of COVID-19, which is related with

education. The APA paper, however, does not go into the specifics of the stresses

caused by the pandemic-related changes in education. Many nations have reported

on educational difficulties and their consequences (Rao & Rao, 2022).

Positive behavior, mind activity, moods, emotions, and other aspects of mental

health are difficult for people to maintain at all times. Secondary school children might

easily drift away since their minds are readily agitated by the stress and storm of

external and internal difficulties at this age. In India, mental health difficulties are

causing numerous challenges for students. For emerging countries like India, the

previous several years have been extremely difficult. Pandemics, natural and man-

made calamities, and disparities in personal and professional relationships have all

had a significant impact on humanity. People have experienced despair, stress,

anxiety, exhaustion, and other symptoms as a result of these occurrences (Reddy,

2019).

Self-Esteem. Teachers, parents, therapists, and others have concentrated their

efforts on improving self-esteem, assuming that high self-esteem will lead to a slew of

positive outcomes and benefits—an notion that this paper critically examines. Several

factors make assessing the impact of self-esteem difficult. We stress objective

assessments of outcomes since many persons with high self-esteem overestimate

their accomplishments and positive attributes. High self-esteem is a broad term that

encompasses both persons who openly acknowledge their positive traits and those

who are narcissistic, defensive, or egotistical. The small connections between self-

esteem and school achievement do not imply that strong self-esteem correlates with
excellent grades. Instead, strong academic success contributes to great self-esteem.

Efforts to raise students' self-esteem have not been proved to benefit academic

achievement and can even be harmful. Adult job success is occasionally linked to

self-esteem, albeit the connections aren't always strong and the causality isn't always

clear. Rather than lowering self-esteem, professional achievement may increase it.

Self-esteem, on the other hand, may be useful only in certain employment situations

(Arshad et al., 2015).

Social Intelligence. The capacity to grasp a feeling of purpose, motivation, and

the will of others is known as social intelligence. Individuals with a high degree of

social intelligence fulfill the following indicators: problem-solving skills, capacity to

form relationships/interactions, authenticity, empathy, communication, and

synchronization. Social problem solving, interaction, and communication are all

intimately associated with social sciences, which deal with social phenomena. The

science that integrates some concepts from the social sciences and other disciplines

to be processed and tailored to the educational program is known as Social Science

Subject (Purwanti et al., 2019).

The SI is built around the idea that emotions include information about a person's

relationships with other people or objects. Changes in these connections lead to

changes in behavior and emotions, as well as how they are managed and regulated

(superstructure). One facet of emotion regulation is the ability to create emotional

states that contribute to achievement. Given the individual's personal traits, we may

describe social intelligence as a mix of cognitive and non-cognitive skills based on

the interpretation of multiple points of view on the study's subject (Iatsevich et al.,

2017).

Furthermore, an individual's commitment to social responsibility must conform to

societal standards, allowing members of society to better comprehend and respond

to the reality in which they live. An informative social effect occurs when people follow

the conduct and ideas of others because they feel they have the necessary

knowledge. Another sort of influence is traditional social influence, which causes an

individual to deal with a group in order to gain their acceptance, permission, and

approval (Hammad, 2021).

Furthermore, many researchers and academics hope to have a comprehensive

understanding of the components that contribute to the most efficient utilization of

learners' skills based on their cognitive dimension of performance and the impact of

emotional factors. Several studies on the association between social intelligence and

academic success, for example, have been undertaken. Creativity, gender and

parents' work, interpersonal personality qualities, and age have all been investigated

as influences on social intelligence. Despite the rich findings of prior studies, little

work has been given to investigating social intelligence in combination, and this study

has the potential to fill that vacuum in the literature (Ghalani & Pahlavani, 2019).

Emotional Intelligence. Emotional intelligence is defined as the capacity to

comprehend information about one's emotions and utilize that knowledge as a guide

for understanding and behaving. The capacity to monitor one's own and others'

thoughts and emotions, to discern between them, and to utilize this knowledge to

guide one's thinking and actions is characterized as Emotional Intelligence (EI).

Emotional intelligence, according to Bar-On, is concerned with oneself, others, and

the environment. As a result, it should be more adaptable to changing conditions and

better at satisfying environmental needs. People who score well on the EQ-i have a

greater awareness of their own emotions and are better at conveying them (AL-Qadri

& Zhao, 2021).

The brain is where emotions and learning take place. Receiving information or

skills is referred to as learning. Learning necessitates critical thinking. How we think

affects how we feel, and how we feel affects how we think. Emotional and cognitive

relationships are complex and bidirectional. The relay stations between sensory input

and thought are sensations. We are inspired to act and attain a goal when the input is

favorably replicated. We do not behave or learn when the input is adversely

assessed. Obstacles to teaching can be caused or caused by conflicting emotions.

Learning is as much about a person's sensitive recognition of an educational

environment as it is about the teaching technique or classroom (Kumar, 2020).

Emotions are neither good nor bad by nature; rather, they are the most potent

source of human energy, authenticity, and drive, and they may provide us with a

fountain of intuitive creative understanding. Every minute of the day, each mood

offers us with essential and potentially useful information. This feedback, which

comes from the heart rather than the head, is what sparks creative genius, keeps you

honest with yourself, shapes trusting relationships, serves as an inner compass for

your life and career, leads you to unexpected possibilities, and may even save you or

your company from disaster. Experts believe that people with high EQ are better at

managing their emotions and interacting with others (Adams, 2011).

 Resilience. With the rising body of research on university students' mental

health, empirical work on resilience has gained traction as a paradigm for analyzing

why some students adjust well to university while others struggle. According to

previous research, a successful transition to university is the consequence of

controllable psychosocial characteristics such as peer connectivity, emotions of

belonging to the institution, perceived social support, and psychological wellness, in

addition to resilience. Mental health difficulties among university students are

becoming a significant concern as a result of increasing demands, with global

research revealing a rise in despair, anxiety, and stress. According to studies,

Australian university students had greater levels of stress, despair, and anxiety

(Pidgeon et al., 2018).

It's crucial to gain a knowledge of the elements that might put people at risk of

poor outcomes, as well as the factors that can impact their level of resilience. Certain

factors have been discovered to increase the likelihood of resilience in people who

are at risk of negative outcomes associated with adversity; these 'protective factors'

protect at-risk people from developing the negative outcomes associated with

adversity, instead promoting resilient outcomes. Despite horrifying experiences in

concentration camps, six youngsters showed incredible resilience and believed that

solid peer connections were the most important element in their survival. Similarly, it

has been discovered that having a good relationship with one or both parents acts as

a protective factor, supporting resilient outcomes in the face of adversity such as

divorce (Edwards, 2016).

 In general, resilience is seen as a critical trait that distinguishes between success

and failure in overcoming life's adversities. Despite this, no commonly recognized

definition of resilience exists. The construct, on the other hand, has been linked to

positive adjustment to danger or annoyance, as well as the ability to bounce back

from adversity. The latter concept has become the most widely recognized definition

of resilience. In order to recover from adversity, a person can cultivate resilience

through fostering good feelings. The ability to recover from setbacks improves

psychological well-being. Psychological well-being (PWB) is typically defined as the

degree to which people live up to their full potential (Idris et al., 2019).

The American Psychological Association defines psychological resilience as "a

process of good adaptation in the face of adversity, trauma, tragedy, danger, or other

substantial sources of stresses including family and interpersonal issues, serious

health difficulties, or financial challenges." It is utilized as a goal in the treatment of

depression, anxiety, and stress disorders and may be considered as a measure of

stress coping abilities in reaction to adversity. Low psychological resilience has been

linked to a variety of mental health issues in patients, including anxiety, despair, and

stress, according to previous study. Improved psychological resilience can buffer

negative stress feelings and contribute to students' academic success, according to

research conducted among university and college students (Wu et al., 2020).

Cognitive Efficacy. Albert Bandura established the notion of self-efficacy as one

of the most significant parts of his social-cognitive theory on personality development

(or social learning theory). In terms of cognition, the self is described as a set of

cognitive structures that offer reference mechanisms and sub functions for the
perception, evaluation, and regulation of action. The self, in this perspective, is made

up of a collection of cognitive processes and structures. "Students whose feeling of

efficacy was elevated established higher ambitions for themselves, exhibited better

strategic flexibility in the quest for answers, produced higher intellectual

achievements, and were more accurate in appraising the quality of their

performances," according to Bandura (Stajkovic et al., 2018).

The literature has identified cognitive ability and academic self-efficacy as well-

established determinants of academic achievement. Specific processes governing

the link between cognitive ability and academic self-efficacy, on the other hand, have

not been thoroughly investigated. Determining the relationship between academic

self-efficacy and cognitive ability may need research into cognitive techniques,

resource control, appropriate intelligence theories, and accomplishment objectives.

This gap in the evidence may be filled by hypothesizing that university students with

higher academic self-efficacy would be more likely to adopt cognitive methods.

Metacognition, which is described as "thinking about thinking" or "knowledge about

knowing and learning," is a higher-order cognition that is used to monitor and

manage cognitive processes (Köseoglu, 2015).

Individuals with high self-efficacy beliefs get exceptional results by increasing

their dedication, effort, and tenacity. Learners who have high self-efficacy attribute

their failures to a lack of effort rather than a lack of ability, whereas those who have

low self-efficacy ascribe their failures to a lack of ability. As a result, self-efficacy can

impact task selection as well as task persistence. To put it another way, students who

have poor self-efficacy are more inclined to avoid, postpone, or abandon their
assignments. Those with high levels of self-efficacy, on the other hand, are more

likely to rely on themselves when presented with complicated problems to find a

solution, as well as to be patient during the process, put in more effort, and persevere

longer to overcome the obstacles (Hayat, 2020).

Self-efficacy is a subjective phenomena (beliefs) in which personal potential

(capacity beliefs) build personal trajectories in an agentic approach (organization and

execution) by linking self-efficacy conception to goals and objectives (creating

achievements). According to the authors, there is a limited evaluation focus in an

individual's purpose and behavior in a certain sector, and there are perceptions of

strong self-efficacy for circumstances of control and poor self-efficacy for other

scenarios.

Synthesis

As a result of the readings, self-care practice refers to individual responsibility

for healthy living habits that are needed for human growth and functioning, as well as

activities required to cope with health issues. Individuals initiate or carry out conduct

on their own behalf in order to live safely and improve their health. Individuals who

practice self-care make use of their resources to improve their health, including

information, skills, good attitudes, determination, bravery, and optimism. Self-care is

defined as taking measures to be well, maintain outstanding physical and mental

health, and meet social and psychological requirements for oneself, their children,

and their families.

Self-care is described as the daily act of being aware of and responding to

one's basic physical and emotional needs through constructive actions such as
modifying one's daily routine, relationships, and surroundings as needed to improve

self-care. When done on a regular basis, it helps to maintain and increase both short-

and long-term well-being. Nurturing and reacting to one's needs via critical

awareness and purposefully engaging in activities that satisfy one's needs and

maintain a sense of comfort and well-being constitute mindful self-care.

Some factors on students’ well-being have been found to impact performance

in previous research and reports, and it is a stated aim of the school curriculum. This

aim aligns with the well-being objectives of several international organizations. The

two-way relationship between pleasant learning environments and well-being states

that well-being influences learning capacity and that regular school attendance is one

of the most essential strategies to increase well-being. Furthermore, recent research

on happiness, its causes, and its benefits has significantly grown. Student welfare, on

the other hand, is only considered in the examination of factors connected to a quick

reduction in student performance.

 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the descriptions of research methodology including

research design, population and sampling, respondents of the study, research

instrument, data-gathering procedure, ethical considerations, and treatment of

qualitative data.

Research Design

The study will be utilized the qualitative research with hermeneutic or

interpretative phenomenology as an approach. This approach is used when a

researcher is “interested in drawing out relationships and patterns of gathered data to

gain deeper understanding of a phenomenon” (Research in Daily Life 1, 2016). The

phenomenological research approach was the most appropriate to the aim of the study,

which explored and tried to understand the lived experiences of the Grade 10 learners

in the psychological well-being during the post-pandemic era. The phenomenological

approach allowed participants, through in-depth interviews, to elicit their own meaning

of their experience in psychological well-being during the post-pandemic era.

This study will be opted to use this method because the researcher through this

proposed study also wanted to expand awareness about a certain phenomenon more

than to explicate the structure or essence of the lived experiences in search for meaning

that identifies the essence of the phenomena. The study also clarified the nature of

being human.

Participants of the Study and Selection Criteria

 The present study will be conducted in selected schools in the City Division of

San Pablo. In the conduct of the one-on-one interview, the researcher set a place that

would create a harmonious environment so that the participant could freely express

his/her ideas. The location of the interview is also free from any hazards that might

harm them.

The present study required a relatively homogenous group of participants. The

participants are the Grade 10 learners in the psychological well-being during the post-

pandemic era in one of the schools in SDO San Pablo City. The participants who will

be selected to participate in this study have significant and meaningful experiences of

the phenomenon investigated.

The participants of this research study will be consisted of ten (10) Grade 10

learners in the psychological well-being during the post-pandemic era, all of whom are

females, and all are currently experiencing some difficulties regarding the psychological

well-being brought by the COVID-19 pandemic. In the conduct of this qualitative

research, the researcher will be used purposeful sampling.

This is the most appropriate sampling for the study since this looks at a random

sample and adds credibility to a sample when the potential sample is larger than one

can handle (Clemente, Julaton, and Orleans, 2016). The researcher chose the

participants who would provide clear and concrete information regarding the

psychological well-being during the post-pandemic era.

The design was chosen because the research would develop a rich or dense

description of experiences regarding teaching profession, rather than using sampling

techniques that support general data. Purpose design provided cases rich in information

for in-depth study.

Research Instrument

In gathering pertinent information, an interview guide questions to direct the flow

of discussions with the respondents will be used in the study. The researcher prepared

ten (10) questions for the participants. These questions will be asked the participants to

reflect on the entire discussion and offer their positions or opinions on topics of central

importance to the researcher. The researcher will be used open-ended questions that

will get the participants involved.

Validation of Instrument

The interview guide questions will be validated. The validators are all doctorate

degree holders and are inclined in doing qualitative research. Prior to the finalization of

the research instrument, the interview guide questions will be subjected to validation.

After the initial validation, it will be revised by the researcher and will be checked again

and will be re-validated. The researcher will be assured that all the validators will agree

to the set of questions in the interview guide questions and will be approved before its

utilization.

Data-Gathering Procedure

A letter requesting for permission will be secured from the Schools Division

Superintendent of San Pablo City. Letters of consent will be sent to the school head of

the chosen school in the division. Thereafter, the one-on-one interview will be
scheduled with the Grade 10 learners. The researcher prepares the guide questions,

recording gadgets, writing materials before she will be facilitated the interview. An

assistant to scribe the discussion will be asked to be involved in the procedure. The

recorded interviews will be transcribed and reconciled with the written account.

Afterwards, she will be proceeded with the encoding of the verbatim transcription,

tabulation of data and qualitative data analysis to arrive at emerging themes.

Moreover, in this phenomenological study, the major data gathering method

involved primarily in-depth interviews with participants. The purpose of a

phenomenological interview was to describe the meaning of a phenomenon that several

individuals share. Similarly, a multiple interview was conducted with each of the

research participants. The researcher will be conducted three serial in-depth

phenomenological interviews with each of the participants to collect appropriate

phenomenological data. Previous experience with the phenomenon of interest will be

assessed in the first interview while the following interview will be based on the current

experience. The third interview will be combined the information obtained from previous

two interviews to describe the individual essential experience with the phenomenon.

The researcher will be started with a social conversation to create relaxing and trusting

atmosphere.

Data will be collected using one-on-one interviews, observations, and video

recordings. In addition to interview, an observation method will used to observe the

research environment. Data will also be collected from different kinds of informants for

the purpose of triangulation.

 Moreover, since the present study will be utilized an interpretative

phenomenological approach, the researcher also follows the enumerated steps in data

collection for IPA research study presented by Alase (2017). The following were the

steps:

The researcher will be conducted semi-structured and unstructured interviews

with the participants. The interview duration went on approximately sixty to ninety

minutes in duration per interview session. The study will be conducted keeping the

interview invitation to one interview per participant. However, only if there was a need

for a follow-up interview did the researcher contacted the participants for additional

interviews. The site (including the date, time and place) for the interviews was left to the

participants to decide. However, the researcher’s natural first choice and preference

were at the participants’ place of comfort, for convenience purposes. But if needed, a

safe and comfortable alternative place was provided for the meetings by the researcher

(i.e., at restaurants, coffee shops and/or any other convenient outlets). Finally, the

research study will be utilized different technological devices to collect necessary data

(i.e., electronic voice recording devices and video recording devices. And naturally, the

traditional ‘note and pen’ had been used for jotting down important observations as the

interviews progress.

Treatment of Qualitative Data

After collecting data through phenomenological interviews with participants who

have experienced the phenomenon, the data will be analyzed using Interpretative

Phenomenological Analysis. The method of data analysis using IPA is a cyclical

process where the researcher proceeds through several iterative stages: Stage 1: first
encounter with the text; Stage 2: preliminary themes identified; Stage 3: grouping

themes together as clusters; and Stage 4: tabulating themes in a summary table.

After each interview, in the first stage, the recording will be transcribed with

meticulous accuracy, often including, for example, indications of pauses, mis-hearings,

apparent mistakes and even speech dynamics where these are in any way remarkable.

The transcripts will be analyzed in conjunction with the original recordings and interview

themes will be identified which might or might not match those on the researcher’s

prompt sheet.

In the second stage, while reading the text, the researcher will be suspended

presuppositions and judgements to focus on what was presented in the transcript data.

This involved the practice of “bracketing” (Husserl, 1999: 63 - 65). What this involves is

the suspense of critical judgement and a temporary refusal of critical engagement which

would bring in the researcher’s own assumptions and experience (Spinelli, 2002).

In the third stage, the researcher will be attempted to provide an overall structure

to the analysis by relating the identified themes into 'clusters' or concepts. The aim, at

this stage, was to arrive at a group of themes and to identify super-ordinate categories

that suggested a hierarchical relationship between them.

In the fourth stage, the researcher will be developed a 'master' list, or table, of

themes. It was important to locate these themes in an ordered system that identifies the

main features and concerns identified by the research participant. These are usually

produced as a table with evidence from the interview, using a quotation which, the

analyst feels, best captures the essence of the person's thoughts, and their emotions

about the experience of the phenomenon being explored.

 In hopes of persuading readers that the findings are worth paying attention to,

this study may be judged by the trustworthiness criteria as described by Lincoln and

Guba as cited by Heindel (2014). Qualitative researchers find it useful to ask

themselves four questions: (1) Truth value: How can one establish confidence in the

“truth” in the findings of a particular inquiry for the subjects (respondents) with which

and the context in which the inquiry was carried out?; (2) Applicability: How can one

determine the extent to which the findings of a particular inquiry have applicability in

other contexts or with other subjects (participants)?; (3) Consistency: How can one

determine whether the findings of an inquiry would be repeated if the inquiry were

replicated with the same (or similar) subjects (respondents) in the same (or similar)

context?; and (4) Neutrality: How can one establish the degree to which the findings of

an inquiry are determined by the subjects (respondents) and conditions of the inquiry

and not by the biases, motivations, interests, or perspectives of the inquirer?

These four terms are typically used in quantitative research in relation to the four

questions of internal validity, external validity, reliability, and objectivity. Lincoln and

Guba propose four analogous terms to be used in qualitative research: credibility,

transferability, dependability, and confirmability.

Methods of Validation

Guba (1991) suggested that there are correlates to the positivist paradigms of

inquiry that establish credibility in naturalistic inquiry. Validity strategies in qualitative

research are procedures (e.g member checking, triangulating data sources) that

qualitative researchers use to demonstrate the accuracy of the findings and convince

readers of this accuracy. Guba’s four major categories, credibility, transferability,

dependability and confirmability are the most common ways to understand the means of

establishing validity.

Credibility according to Terrell, (2016) can be done through: prolonged

engagement, persistent observation, triangulation, peer-debriefs, negative case analysis

and referential adequacy. In this study, credibility is established using prolonged

engagement, triangulation, and peer-debriefing. Through prolonged engagement, the

research spent hours going over the transcripts that gives broad timeline. Also

persistent observation contributed to prolonged engagement as it gives depth and

quantity of observations. Enough sample size is also part of this argument. Persistent

observation gives more interactions and richer understanding of the data because

variances are more accounted for.

To further established credibility in this study is by conducting triangulation or the

three sources of data. This is established through multiple sites, multiple researchers or

multiple forms of data like data from the literature. In this undertaking, triangulation is

done through checking data with other sources of information like literature and

conducting Focus-Group Discussion.

Another means of establishing credibility in this study is through peer debriefing.

This is done by allowing colleagues look into the data, verify interpretations and offer

other interpretations. In this current study, peer debriefing meetings will be held in the

fifth stage where the final write-up will be created while considering logical rationalities

and direct statements from the participants. Members checking, gives important to the

voice. It is the process of understanding the subjects correctly and interpreting their

voice accurately.
 Transferability indicates whether the meanings interpreted from those findings

are similar to the experiences of others. The means to establish transferability is to

describe the situation being observed. In this current endeavor, the researcher will try to

give thicker and richer descriptions not only the phenomenon but also the context of the

phenomenon. The following are some of the considerations by the researchers in

conducting the study: the number of organizations taking part in the study and where

they are based; any restrictions in the type of people who contributed data; the number

of the participants involved in the field work; the data collection methods that were

employed; the number and length of the data collection sessions; and the time period

over which the data was collected.

On the other hand, dependability is established using a reflective appraisal of

the project or as Terrell (2016) recommended, an external auditor of the project. In this

case, a colleague researcher who is blind of literature will produce a thematic map.

Finally, confirmability is the facet of trustworthiness centers upon the objectivity

of the researcher. In this study, confirmability is established by having another

qualitative researcher to audit the result of the thematic analysis.

Ethical Consideration

The researcher followed the ethical guidelines stipulated in LSPU Research

Manual. The researcher will explain to the respondents the significance and objectives

of the study. The confidentiality of the information will be assured. The authors of

literature and studies used in establishing the rationale, background of the study to

support the findings of the study will be given proper citation.

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