Existential Identity Crisis and Feelings of Meaninglessness among Repeat University Entrance Examination Candidates: A Phenomenological Analysis of the Consequences of Self-Erosion
Keywords:
Existential identity crisis, Meaninglessness, Repeat university entrance examination candidates, Fragile academic self-concept, Wish for liberation, Self-erosionAbstract
Purpose: This study aimed to phenomenologically explain the lived experiences of repeat university entrance examination candidates, focusing on the wish for liberation, fragile academic self-concept, study-related work–family conflict, and existential identity crisis.
Methods and Materials: This qualitative study employed an interpretive phenomenological approach. Twenty-one repeat candidates were selected through purposive sampling with maximum variation, and data collection continued until theoretical saturation. Data were gathered through semi-structured interviews lasting 40–60 minutes. Interviews were audio-recorded with informed consent, transcribed, and analyzed in ATLAS.ti version 8 through open, axial, theory-guided recoding, and selective coding. Credibility was strengthened through member checking, peer review, and external auditing.
Findings: The analysis identified 13 interrelated theoretical categories organized around the central phenomenon of “structural reproduction of failure and self-erosion.” Four themes captured the deepest layers of participants’ experiences. The wish for liberation functioned as a maladaptive defensive mechanism that temporarily reduced distress while reinforcing avoidance. Fragile academic self-concept reflected extreme dependence of self-worth on examination performance and social comparison. Study-related work–family conflict emerged through simultaneous financial dependence, family expectations, continuous monitoring, restricted autonomy, guilt, and shame. Existential identity crisis represented the most profound outcome, characterized by loss of meaning, uncertainty about personal identity, narrowing of identity to repeated failure, emotional indifference, and inability to imagine a purposeful future.
Conclusion: Repeated failure in the university entrance examination is not merely an educational or motivational problem but a multidimensional process involving psychological exhaustion, erosion of self-worth, relational strain, meaninglessness, and identity disruption. Effective responses should therefore integrate individual, family-based, educational, and structural interventions, with attention to meaning-centered and identity-focused approaches.
Downloads
References
Abazari, R. (2023). The effectiveness of schema therapy in reducing perfectionism in female university entrance exam candidates with test anxiety [Master's thesis, Islamic Azad University, Tiran Branch. https://civilica.com/doc/1764402/
Badfar, M., Parash, A., Saadi, M., & Kasraei, A. (2023). Investigating the impact of family on the university entrance exam and students' academic future. 11th National Conference on New Research in Education, Psychology, Jurisprudence, Law, and Social Sciences, Shirvan, Iran.
Cirak, Y. (2016). University entrance exam for the perspective of senior high schoolstudents. Journal of Education and Training Studies, 4(9), 177-185. https://doi.org/10.11114/jets.v4i9.1773
Fathabadi, J., Shelani, B., & Sadeghi, S. (2017). Studying the effect of the national university exam on Iranian students and families. Cultural Psychology, 1396(1), 49-71. https://jcp.samt.ac.ir/article_75564.html?lang=en
Fathabadi, S., & Sadeqi. (2017). Examining the Impact of Nationwide University Entrance Exams on Students and Iranian Families. Cultural Psychology(2), 49-71. https://jcp.samt.ac.ir/article_75564_en.html
Fathi, F., Karimi, K., & Rezai, R. (2019). Investigating Factors Affecting Hopelessness and Depression in University Entrance Exam Candidates. Journal of Clinical Psychology, 10(1), 34-50.
Kazemi, A., & Sayyadi, A. (2014). Effect of University Entrance Exam on Gifted High School Students’ Motivation Scrutinized: An Iranian Perspective. International Journal of Applied Linguistics & English Literature, 3(5). https://doi.org/10.7575/aiac.ijalel.v.3n.5p.150
Mirzaei, M., Yousefi, Z., & Baratali, M. (2025). Comparing the Effectiveness of Anxiety Management Training Caused by Having a Child Preparing for the University Entrance Exam with Acceptance and Commitment Training on Parenting Adaptability, Parenting Orientation, and Parenting Ruminations among Mothers of University Entrance Exam Candidates. Psychological Dynamics in Mood Disorders, 4(1), 18-35.
Mohammadi, M., & Hosseini, S. (2018). The Relationship Between Stress and Academic Performance in University Entrance Exam Candidates. Quarterly Journal of Educational Psychology, 12(3), 78-92.
Nouri, R., Ghasemi, N., & Rahimi, M. (2020). University entrance examination pressure and students' mental health: Challenges and strategies. Quarterly Journal of Educational Psychology, 16(55), 1-25.
Soleimani, A., Sarani, H., Akhoundzadeh Arani, A., & Afsharpour, S. (2021). The effect of teaching cognitive and metacognitive learning strategies on academic self-handicapping and self-directed learning in pre-university exam students. Scientific Journal of Education and Evaluation, 14(54), 159-176. https://www.sid.ir/paper/1000459/en
Tavakol, M., & Amini, M. (2020). The social determinants of success in the university entrance exam (Konkour): A systematic review. Journal of Educational and Management Studies, 10(1), 45-58. https://www.ensani.ir/fa/article/606237/
Yel Kenci, I. (2013). Investigating the anxiety level of students preparing the university exams according to variety variable Istanbul Arel University]. Istanbul.
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2025 Hossein Paknejad (Author); Mohammad Narimani; Seifollah Aghajani, Akbar Atadokht (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
