SUBJECTIVE WELL-BEING AND

ACADEMIC PERFORMANCE
OF NURSING LEARNERS
JAMES KRISTOFFER B. TIMBAL
MATHEL ANN M. TIEMPO
NIÑA B. TOMOGBONG
MEL CARLO B. TUBEO
DARCIE FRANCIS D. VALERA
ESTELLE VERA O. VELEZ
BLANCHE NICOLE C. VILLARUZ
ATHENA GWYN VINAS
CLARENCE P. YANEZ
AIMEE CRISTINA M. YNGOC
 Introduction

I. RATIONALE

• To address issues in the subjective well-being and academic

performance of nursing learners; and

• To identify potential strategies and interventions that may

support nursing learners in overcoming challenges and
achieve academic success.
Statement of the Problem

1. What was the level of the subjective well-being of nursing learners in terms
of:
2.1. Life satisfaction;
2.2. Emotion; and
2.3. Self-awareness?
Statement of the Problem
2. What was the academic performance of the fourth year
nursing learners in terms of their Grade Point Average of the
professional courses?
3. Was there a significant relationship between the academic
performance of the nursing learners and level of subjective
well-being?
 Scope and Delimitations
This study shall focus on the subjective well-being of Nursing learners in terms of life

satisfaction, emotion and self-awareness. Additionally, it shall also focus on their academic

performance in terms of the General Point Average (GPA) of their professional courses.

This study was only limited for the fourth year Nursing Learners in Paseo del Rio Campus, Liceo

de Cagayan University this second semester of the school year 2022-2023. The study shall be

conducted in February 2023.

Research Setting
● Liceo de Cagayan University Paseo del Rio Campus in Macasandig, Cagayan de Oro City.

Research Design
● Descriptive Correlational Study

Participants and Sampling Procedure

● Universal sampling method
Research Instrument

● Modified online survey questionnaire based from Ed Diener and his colleague’s article in

the Journal of Personality Assessment in 1985.

■ Level of Subjective well-being of the Participant

● 3 parts:

● Life Satisfaction: 9 items

● Emotion: 10 items

● Self-awareness: 10 items
Validity and Reliability of the Instruments
● Validated by 3 nursing research experts
● Pilot test to 30 participants who will not be included in the final conduct of the study.

● Cronbach alpha values of 0.816 for “Level of Life Satisfaction”, 0.923 for “Emotion”, and 0.911 for “Self-Awareness”.
Data Gathering Procedure
● Letter of approval

ü Approved by the Dean of the College of Nursing

ü Approved by the Vice President of the Research and Publication Office

ü Approved by the Research Board Ethics

● Presented and explained informed consent to the Participants

● Conduct online survey

Statistical Technique
Problem Statement 1 and 2: Mean and standard deviation.

Problem Statement 3: Pearson correlation coefficient.

Results
 Conclusion and Recommendation
Conclusion

In conclusion, the nursing learners have a high subjective well-being, and a

fair academic performance. There is also no significant relationship between
academic performance and subjective well-being of nursing learners. This
suggests that the academic performance of nursing learners did not necessarily
affect their subjective well-being. This also means that learners can still be happy,
satisfied, gain personal growth despite having only a fair grade. Based on the
evidences, factors including life satisfaction, emotion, and self-awareness may not
only be the only indicators of the academic performance.
Recommendation
The following are the recommendations of the study:
1. Nursing schools may incorporate the study's results into their
practice. By using these findings, nursing schools may create
tools and programs that specifically target the impact of
subjective well-being on academic performance. It is also
recommended that nursing schools may provide training and
support to educators and clinical instructors, enabling them to
effectively address and manage students' subjective well-being,
ultimately leading to improved academic performance.
2. The educators and clinical instructors may take into
account the factors revealed in the study. By gaining an
understanding of these factors, they may develop teaching
strategies that effectively promote both the subjective well
-being and academic performance of nursing learners.
3. Guidance counselors may utilize the findings of this study as a
valuable resource to effectively address educational issues and
develop interventions that specifically target behavior-related
challenges among university learners. They may create programs
that can help students reduce their stress and address issues
that may interfere with their academic performance. These
programs may include enhanced self-awareness activity and
aptitude test of the nursing learners which will help them identify
their individual strengths and weaknesses in specific areas.
4. Nursing learners may leverage the knowledge obtained from
this study to bolster their subjective well-being and enhance
their academic performance. Implementing strategies that
foster subjective well-being, including practicing self-care,
seeking support, and building resilience, may have a positive
impact on their educational journey.
5. Researchers can leverage the outcomes of this study as a point
of reference for future investigations or to corroborate similar
findings. Conducting further research and exploring additional
variables beyond the scope of this study will contribute to a
more comprehensive understanding of the intricate relationship
between academic performance and subjective well-being.