Academic Experiences and Resilience of Graduate School Students

Authors

Jockyline O. Aruelo, Catherine G. Malon

Abstract

This qualitative phenomenological study explored the academic experiences and resilience of graduate students at Southern Capital College (SCC), Misamis Occidental. Fifteen purposively selected graduate students participated in semi-structured interviews. Thematic analysis revealed that their academic experiences were shaped by balancing multiple roles, academic pressure and workload, meaningful and transformative learning, professional and career development, supportive learning relationships, personal sacrifices, and the development of resilience and adaptability. Resilience was demonstrated through persistence amid multiple responsibilities, endurance through academic challenges, self-discipline, inner motivation, support systems, faith, and growth through adversity. Students navigated these demands through strategic time management, organized study practices, problem-solving, support-seeking, psychological and spiritual coping, personal responsibility, and adaptive decision-making. The findings show that resilience among graduate students is not simply endurance but an active process of adaptation, reflection, support-seeking, and sustained commitment. The study underscores the value of responsive academic support, mentoring, flexible learning arrangements, and institutional practices that recognize the intersecting professional, academic, and personal responsibilities of graduate learners.

Keywords

academic experiences, resilience, graduate students, coping strategies, phenomenology, higher education