Volume 15, Issue 4 (Winter 2021)
jmed 2021, 15(4): 271-286 |
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Aminian A, Mahmoodpour A. Identification of Damages and Psychological Dysfunctions of the Students with Academic Failure: A Phenomenological Study. jmed 2021; 15 (4) :271-286
URL: http://jmed.ssu.ac.ir/article-1-1113-en.html
URL: http://jmed.ssu.ac.ir/article-1-1113-en.html
PhD. Candidate Of Counseling, Allameh Tabataba’I University, Tehran, Iran , mahmoudpour@atu.ac.ir
Abstract: (1644 Views)
Introduction: Academic failure is one of the most common problems of the academic problems among the university students which accompanied by a range of interpersonal and psychological damages and conftont with disturbance the person, s function in all aspects of the life. The purpose of the current study was to qualitative investigation of the damages and psychological dysfunctions of the students with academic failure.
Method: This study was administered by qualitative method and using the descriptive phenomenological. The under study population in this study consisted of all master, s degree students with academic failure in Allameh Tabatabayi University in the years of 2016-2018. Also the sampling method was purposeful sampling during which 16 subjects from the target population were selected to participate in the study and were interviewed. All interviews were recorded and then transcribed line by line and eventually were analized by using the Diekelmann et al. descriptive analysis method.
Results: the 16 semistructured interviews were conducted and the analysis of the data from the interviews led to identification and classifying of 6 main themes (psychological distress and discomfort, unpleasent percieved emotions, cognitive-mental damages, unresolved grief, low self-esteem, failures and relational Inconveniences) and 26 sun themes in context of the psychological damage and malfunctions of the students became conditional.
Conclusion: Based on the results, functional programs should be designed and implemented with the aim of correcting and improving the common psychological injuries and dysfunctions among conditional students, thus increasing their efficiency in taking care of their academic duties and responsibilities.
Method: This study was administered by qualitative method and using the descriptive phenomenological. The under study population in this study consisted of all master, s degree students with academic failure in Allameh Tabatabayi University in the years of 2016-2018. Also the sampling method was purposeful sampling during which 16 subjects from the target population were selected to participate in the study and were interviewed. All interviews were recorded and then transcribed line by line and eventually were analized by using the Diekelmann et al. descriptive analysis method.
Results: the 16 semistructured interviews were conducted and the analysis of the data from the interviews led to identification and classifying of 6 main themes (psychological distress and discomfort, unpleasent percieved emotions, cognitive-mental damages, unresolved grief, low self-esteem, failures and relational Inconveniences) and 26 sun themes in context of the psychological damage and malfunctions of the students became conditional.
Conclusion: Based on the results, functional programs should be designed and implemented with the aim of correcting and improving the common psychological injuries and dysfunctions among conditional students, thus increasing their efficiency in taking care of their academic duties and responsibilities.
Type of Study: Research |
Subject:
Psychology
Received: 2020/03/26 | Accepted: 2020/05/27 | Published: 2021/03/18
Received: 2020/03/26 | Accepted: 2020/05/27 | Published: 2021/03/18
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