Mindfulness, Self-Compassion, and Student Performance: The Mediating Effect of Student Engagement

AUTHOR(S)

ALMERAH A. MAUNA

ABSTRACT

—— This study investigates the mediating effect of student engagement on the relationship between mindfulness, self-compassion, and student performance among Grade 10 students in Marawi City National High School, Northwest District, City Schools Division of Marawi. Grounded in Self-Determination Theory and Engagement Theory, the study responds to the growing demand for holistic and evidence-based approaches to address persistent challenges in academic achievement and learner well-being. A quantitative, descriptive-causal design was employed, involving 200 students selected through simple random sampling. Standardized and validated instruments were used to measure mindfulness, self-compassion, and engagement, and data were analyzed using Structural Equation Modeling (SEM) and bootstrapping methods. The findings revealed that mindfulness significantly predicts student performance, both directly and indirectly through student engagement, indicating partial mediation. While self-compassion did not have a direct effect on performance, it influenced it indirectly and fully through engagement, confirming a full mediation model. Student engagement emerged as a critical mechanism linking these psychological traits to academic outcomes. The model demonstrated excellent fit across multiple indices (e.g., CFI = .988, RMSEA = .029, SRMR = .037). These results underscore the importance of integrating mindfulness and self-compassion into educational programs to enhance student engagement and learning performance. The study contributes to localized research on noncognitive factors in education and advocates for learner-centered interventions in the Philippine basic education system. Keywords: mindfulness, self-compassion, student engagement, academic performance, Structural Equation Modeling