Identifying of Damages and Psychological Dysfunctions of the Students with Academic Failure: A Phenomenological Study

A Aminian; A Mahmoodpour

doi:10.18502/jmed.v15i4.5904

A Aminian PhD Student of counseling, Islamic Azad University, Tehran, Iran
A Mahmoodpour PhD. Candidate Of Counseling, Allameh Tabataba’I University, Tehran, Iran

DOI: https://doi.org/10.18502/jmed.v15i4.5904

Keywords: Psychological Damages, Student, Academic Failure, Student, Phenomenology

Abstract

Introduction: Academic failure is one of the most common problems among university students, which accompanied by a range of interpersonal and psychological disorders and impairs a person's function in all aspects of the life. The purpose of the current study was to evaluate the quality of damages and psychological dysfunctions of the students with academic failure. Method: This study was administered by qualitative method and the descriptive phenomenological. The study population of this study consisted of all masters' degree students with academic failure in Allameh Tabatabayi University in the years of 2016-2018. In addition, the sampling method was purposeful sampling during which 16 students were selected to participate in the study and then they were interviewed. All interviews were recorded and then transcribed line by line and eventually were analyzed by using the Diekelmann et al. descriptive analysis method., Low self-esteem, communication fractures and discomforts) and 26 sub-themes in the field of injuries and psychological dysfunctions of students were conditioned.

Results: Sixteen semi-structured 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, unpleasant perceptual emotions, cognitive-mental impairments, unresolved grief, low self-esteem, failures and relational Inconveniences) and 26 sun themes in the field of the psychological dysfunctions of students became.

Conclusion: Based on the results of the present article, functional programs should be designed and implemented with the aim of correcting and improving the common psychological problems and dysfunctions among students on academic probation, thus their efficiency in handling their academic duties and responsibilities will increase.