RESEARCH

ABSTRACT

As students begin their university journey, they will encounter numerous new experiences that could significantly impact their growth and development. But beyond this positive aspect lies a session of queries of confusion that would make the students question their true purpose, and position in life. Thus, this study explored the experiences of college students regarding existential crisis, its factors, effects, and its coping strategies. To attain the desired objectives, the research utilized a qualitative research design framed within the context of interpretative phenomenological analysis (IPA) to provide rich and detailed insights into the individual experiences. The six (6) participants of this study were chosen through a purposive sampling technique. It assisted the research in selecting respondents that are suitable for the descriptions and needs of the study. These respondents came from various university programs and levels, and they were asked to take part in semi-structured interviews, either in person or online. The findings showed that existential crises negatively affected their emotions, leading to feelings of numbness, emptiness, and isolation, which impacted their daily lives and social interactions. Their psychological issues arose from different causes. This includes academic and career pressures, familial and societal expectations, and being haunted by unfulfilled plans. As these things translate to tangible effects, the students seek aid through different coping mechanisms ranging from hobbies and spiritual help to clinical help. These findings imply that existential crisis is not trivial, as it encompasses a larger scope of feelings, emotions, and struggles that could potentially affect students’ emotional well-being and everyday lives.

KEYWORDS

Existential Crises, Familial Pressures, Societal Norms, Academic Pressure, Career Pressure

CITATION

Lopez-Tiu, M. (2025). A PHENOMENOLOGICAL STUDY ON THE LIVED EXPERIENCES AND EXPRESSION OF EXISTENTIAL DILEMMAS AMONG COLLEGE STUDENTS. GUILD OF EDUCATORS IN TESOL INTERNATIONAL RESEARCH JOURNAL, 3(2), 107–122. https://doi.org/10.5281/zenodo.15560163
https://doi.org/10.5281/zenodo.15560163