Beyond the Break: Lived Experiences of Irregular Students on Academic Resilience

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{"abstract":"This phenomenological study examined the academic resilience of eight fourth-year irregular students at Assumption College of Nabunturan, focusing on their lived experiences, challenges, coping mechanisms, and insights. Through in-depth interviews and thematic analysis, the study explored how irregular students navigate academic disruptions and persist despite adversity. Findings showed that participants faced multiple challenges, including irregular schedules, time management difficulties, social adjustment issues, financial constraints, and feelings of isolation. These factors often reduced motivation and increased stress, particularly due to inconsistent class schedules and limited peer connections. Despite these difficulties, students demonstrated resilience through adaptability, self-reliance, and persistence in managing their academic responsibilities. To cope, they utilized strategies such as effective time management, seeking support from peers and family, maintaining optimism, engaging in spiritual practices, and practicing proactive learning behaviors. These approaches enabled them to manage stress and remain engaged in their studies. Additionally, the study revealed that irregular students developed important life skills, including independence, flexibility, perseverance, and problem-solving, which contributed to their personal and academic growth. The findings emphasize that resilience is a dynamic process shaped by both internal motivation and external support systems. Based on these results, it is recommended that educational institutions implement structured support programs tailored for irregular students, such as mentorship initiatives, flexible scheduling, and accessible academic advising. Teachers should adopt inclusive strategies and provide consistent guidance, while administrators should strengthen policies that promote equitable opportunities. Furthermore, enhancing peer support systems and integrating mental health services are essential to sustaining student resilience.","abstract_source":"original","authors":["Jariejoy Biore","Mark Anthony Nisnisan","Janissa Sumabong","Hazel Mae Alboroto","Trishia May Esteron","Clark Jay Calacar"],"date":"2026-05-17","doi":"10.70838/pemj.560704","id":7897,"issue":7,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"ee4bb5d2a8092d17edff4037b6e9441bb6c02b9b4669922c511599c6b7bb1ba7","schema":"scimatic-article/1","title":"Beyond the Break: Lived Experiences of Irregular Students on Academic Resilience","volume":56}

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