Lived Experiences of University Students in Coping with Academic Failure and Mental Reconstruction

Abstract

Academic failure is a challenging psychological experience for many young adults and university students, often affecting self-confidence, motivation, and mental health. This qualitative study aimed to explore the lived experiences of students in coping with academic failure and the process of mental reconstruction that follows. A phenomenological method was employed. Ten students who had experienced at least one major academic failure in the past two years were selected through purposive sampling and participated in semi-structured interviews. Data were analyzed using Colaizzi’s method. Three key themes emerged: “doubt in academic identity,” “turning point in personal reflection,” and “learning from mistakes and developing a growth mindset.” The findings suggest that although academic failure initially triggers identity crisis, it can also serve as a catalyst for psychological growth, mental resilience, and the adoption of new perspectives. These insights are valuable for university counselors aiming to design effective interventions for students facing academic setbacks.