The Lived Experience of Failure: Psychological and Emotional Impacts on Intermediate-Level Students

Abstract

This paper investigates the psychological and emotional repercussions of academic failure among Intermediate-level students through the application of the grounded theory method. While existing research frequently identifies the structural and pedagogical causes of student failure, far less attention has been paid to the subjective experiences and mental states of students in the aftermath of failure. Grounded theory enables close, sustained engagement with affected students, allowing the researcher to inductively trace the emergence of key psychological conditions—including shame, diminished self-worth, and heightened anxiety—that shape their responses to academic setbacks. The study further reveals that confrontational or punitive attitudes exhibited by parents and teachers intensify students’ feelings of guilt and emotional distress. By foregrounding students’ lived experiences, this research contributes to a more holistic understanding of failure and underscores the need for empathetic, psychologically informed educational practices.