The Lived Experience of Indian Post-Graduate Psychology Students Navigating Through Academic Challenges: An Existential Analysis

Abstract

This study explores the lived experiences of postgraduate psychology students in India, examining how academic challenges, coping strategies, existential concerns, and overall well-being interrelate. Employing thematic analysis of semi-structured interviews with seven final-year Master’s students, the research identified key themes. Poor teaching styles and course structures linked to feelings of inadequacy, career path questioning, and negative emotions. Conversely, seeking social support and utilizing problem-solving approaches emerged as prominent coping mechanisms associated with improved well-being. Strong social connections and a sense of belonging were crucial factors for student well-being, buffering against negative emotions. A complex relationship between existential concerns and well-being was found. While academic difficulties could trigger anxieties about purpose and finitude, some students reframed these anxieties to find meaning. These findings highlight the cascading impact of academic challenges on student well-being, encompassing both emotional and existential aspects. The study emphasizes the importance of social support networks, effective coping strategies, and interventions that promote existential well-being among postgraduate psychology students. While acknowledging limitations due to a small sample size, this research contributes to understanding student well-being in the Indian postgraduate psychology context. It highlights the need for addressing academic challenges, fostering social connections, and supporting students’ development of effective coping strategies. Future research directions include utilizing larger and more diverse samples, longitudinal designs, and exploring the effectiveness of specific interventions.