Second-Year Blues: A Qualitative Study Exploring Themes Related to Anxiety among Second Year Undergraduate Students at a South African University
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| Title: | Second-Year Blues: A Qualitative Study Exploring Themes Related to Anxiety among Second Year Undergraduate Students at a South African University |
|---|---|
| Language: | English |
| Authors: | Fezile Wagner (ORCID |
| Source: | Journal of Further and Higher Education. 2025 49(6):689-702. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Mental Disorders, Undergraduate Students, Anxiety, Coping, Foreign Countries, Stress Variables, Student Responsibility, Environmental Influences, Genetics, Self Esteem, Family Influence, Financial Problems, Safety, Social Media |
| Geographic Terms: | South Africa |
| DOI: | 10.1080/0309877X.2025.2486466 |
| ISSN: | 0309-877X 1469-9486 |
| Abstract: | Recent studies have highlighted a significant burden of mental disorders in South African university students; however, few studies have specifically explored the experiences of second-year undergraduate university students. Since the second year of study does not traditionally enjoy comprehensive institutional support when compared to the first, second year students may be at higher risk for mental disorders, including anxiety, consequently leading to poorer academic outcomes. The current research aims to understand feelings of anxiety from second-year students' perspective. It explores themes associated with anxiety and uncovers coping strategies used by students when dealing with feelings of anxiety. Using a qualitative study design, 26 second-year undergraduate students, representing all Faculties within the university, were recruited to participate in semi-structured in-depth interviews as well as focus group discussions. Data were analysed using thematic content analysis guided by the '4 Ps' factor model framework as well as the biopsychosocial framework. We found evidence that second-year students' anxiety arises from a complex interplay of biological predispositions and situational stressors, with some stressors being specific to the second year of study, such as a perceived increase in workload and academic performance pressure. Importantly, the study suggests that anxiety may also develop independently of external factors due to its multifactorial nature. In addition to advocating for programmes that promote positive coping strategies, universities should ensure that support structures are aware of, and able to deliver, the unique support that second-year students may require. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502337 |
| Database: | ERIC |
| Abstract: | Recent studies have highlighted a significant burden of mental disorders in South African university students; however, few studies have specifically explored the experiences of second-year undergraduate university students. Since the second year of study does not traditionally enjoy comprehensive institutional support when compared to the first, second year students may be at higher risk for mental disorders, including anxiety, consequently leading to poorer academic outcomes. The current research aims to understand feelings of anxiety from second-year students' perspective. It explores themes associated with anxiety and uncovers coping strategies used by students when dealing with feelings of anxiety. Using a qualitative study design, 26 second-year undergraduate students, representing all Faculties within the university, were recruited to participate in semi-structured in-depth interviews as well as focus group discussions. Data were analysed using thematic content analysis guided by the '4 Ps' factor model framework as well as the biopsychosocial framework. We found evidence that second-year students' anxiety arises from a complex interplay of biological predispositions and situational stressors, with some stressors being specific to the second year of study, such as a perceived increase in workload and academic performance pressure. Importantly, the study suggests that anxiety may also develop independently of external factors due to its multifactorial nature. In addition to advocating for programmes that promote positive coping strategies, universities should ensure that support structures are aware of, and able to deliver, the unique support that second-year students may require. |
|---|---|
| ISSN: | 0309-877X 1469-9486 |
| DOI: | 10.1080/0309877X.2025.2486466 |
