Experiences of flourishing and languishing during the first year at university.

BACKGROUND

The theoretical framework utilised in the current study included Keyes's mental health continuum, as well as the dimensions of emotional, psychological and social well-being.

AIM

The aim of this study was to explore students experiences of flourishing and languishing during their first year at university.

METHODS

A nominal group technique was utilised in order to obtain data regarding the experiences of 22 first-year students and was thereafter analysed by means of thematic analysis.

RESULTS

Various dimensions of emotional, psychological and social well-being were highlighted as essential in experiencing either flourishing or languishing during students first year at university. Although students experienced both flourishing and languishing, it is evident that students are more vulnerable to languishing during the beginning of their university career. Facing the big unknown, being confronted with practical difficulties, finding academics overwhelming, experiencing social isolation and being a victim of crime were prominent. Students however, learn to flourish when they achieve academic mastery, experience personal growth and independence and secure a social support system.

CONCLUSIONS

The first year is seen as fundamental to student success at university, therefore the promotion of mental health during this year can be valuable in ensuring flourishing experiences during students' academic journey.