In the Midst of Pressure and Setbacks: A Phenomenological Study on Academic Resilience of 3rd Year Accountancy Students of BPSU-Balanga Campus
DOI:
https://doi.org/10.54536/ajdsai.v2i1.7328Keywords:
Academic Persistence, Emotional Coping Mechanisms, Failure Recovery, Faith-Based Motivation, Peer Family Influence, Phenomenological Inquiry, Resilience Formation, Student Perseverance, Study Adaptation, Undergraduate Accountancy EducationAbstract
Academic resilience plays a crucial role in helping students cope with demanding coursework, emotional stress, and setbacks. This study explores the lived experiences of 3rd year Accountancy students at Bataan Peninsula State University–Balanga Campus, focusing on how they perceive and practice resilience in the face of academic challenges. Using a qualitative phenomenological approach, data were gathered through semi-structured interviews with selected 3rd year Accountancy students. Participants were chosen through purposive criterion sampling—ensuring they had first-hand experience with academic struggles such as failing marks, difficult subjects, or time pressure. Findings revealed that resilience among the participants is shaped by four major themes: (1) Rising After Failure, (2) Emotional Endurance, (3) Adaptive Study Strategies, and (4) Support Systems. Students described resilience as not merely enduring difficulties, but learning, adjusting, and finding motivation to continue. Family, peers, professors, and faith served as their major sources of strength. This study highlights that academic resilience is not just a personal trait and it is influenced by relationships, environment, and mindset. Insights may guide educators in building supportive learning environments that help Accountancy students persist and succeed.
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Copyright (c) 2026 Tipay, Camille P.
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