This paper explores the emotional responses and coping strategies of post-secondary students following their failure in the Advanced Level Biology MATSEC examination, using an Interpretative Phenomenological Analysis (IPA) framework. The study sought to answer three main research questions: 1) What emotional responses do students experience upon failing an important examination? 2) What coping strategies do they adopt to manage these emotions? 3) What forms of support do they consider helpful in preparing for resit exams? Ten Maltese students, aged 17 - 18, participated in this study, and their experiences were analysed through semi-structured interviews, focus group, and classroom observations. Findings revealed a wide range of emotional responses, with most students experiencing intense feelings of depression, anxiety, and low self-worth, while others exhibited more moderate reactions. The study further found that coping strategies varied significantly. While some students engaged in introspective evaluation and shifted their mindset toward self-improvement, others resorted to avoidance behaviours. Support from family, peers, and teachers emerged as critical, with personalised one-on-one feedback from teachers being highly valued by students. The research, which was guided by Weiner’s Attribution Theory, concludes with recommendations for educational leaders and educators to prioritise individualised academic support and continuous professional development for teachers, especially in psychological awareness. Limitations of the study include the short timeframe and the potential for response bias, as the researcher also served as the students’ teacher during the remedial course.
References
[1]
Agah, J. J., Ede, M. O., Asor, L. J., Ekesionye, E. N., & Ejionueme, L. (2021). Managing Examination Induced Stress among Students Using FEAR-Model of Cognitive Behavioural Intervention: Policy Implications for Educational Evaluators. Current Psychology, 42, 3011-3023.
[2]
Beck, A. T. (1976). Cognitive Therapy andthe Emotional Disorders. International Universities Press. https://archive.org/details/cognitivetherapy0000beck_q8c8?utm_source=chatgpt.com
[3]
Beck, A. T. (2021). The Future of Cognitive Therapy. Cognitive Therapy and Research, 45, 620-622.
[4]
Belcher, J., Wuthrich, V. M., & Lowe, C. (2022). Teachers Use of Fear Appeals: Association with Student and Teacher Mental Health. BritishJournalofEducationalPsychology,92, 610-626. https://doi.org/10.1111/bjep.12467
[5]
Bueno, D. (2021). Examsasa Source of Stress:How Assessments May Affect Learning,through Stress. IBE-UNESCO Science of Learning Briefings. https://solportal.ibe-unesco.org/articles/exams-as-a-source-of-stress-how-assessments-may-affect-learning-through-stress/
[6]
Catterall, J. S. (1989). School Dropouts:Here Today, Here Tomorrow.CSE Technical Report,296. UCLA Center for Research on Evaluation, Standards and Student Testing.
[7]
Cefai, C., Camilleri, L., Bartolo, P., Grazzani, I., Cavioni, V., Conte, E. et al. (2022). The Effectiveness of a School-Based, Universal Mental Health Programme in Six European Countries. FrontiersinPsychology,13, Article ID: 925614. https://doi.org/10.3389/fpsyg.2022.925614
[8]
Cleary, T. J., Platten, P., & Nelson, A. (2008). Effectiveness of the Self-Regulation Empowerment Program with Urban High School Students. JournalofAdvancedAcademics,20, 70-107. https://doi.org/10.4219/jaa-2008-866
[9]
Cohen, L., Manion, L., & Morrison, K. (2017). Mixed Methods Research. In L. Cohen, L. Manion, & K. Morrison (Eds.), ResearchMethodsinEducation (8th ed., pp. 31-50). Routledge. https://doi.org/10.4324/9781315456539-2
[10]
Cornell, D. G., Krosnick, J. A., & Chang, L. (2006). The Case of the Student Reactions to Being Wrongly Informed of Failing a High-Stakes Test: Minnesota Basic Standards Test. EducationalPolicy,20, 718-751. https://doi.org/10.1177/0895904805284123
[11]
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Sage.
[12]
Duru, E., Balkis, M., & Duru, S. (2024). Fear of Failure and Academic Satisfaction: The Mediating Role of Emotion Regulation Difficulties and Procrastination. EuropeanJournalofPsychologyofEducation,39, 2901-2914. https://doi.org/10.1007/s10212-024-00868-9
[13]
Dweck, C. S. (2006). Mindset:The New Psychology of Success. Random House.
[14]
Eddles-Hirch, K. (2015). Phenomenology and Educational Research. International Journal of Advanced Research, 3, 251-260. https://researchonline.nd.edu.au/cgi/viewcontent.cgi?article=1172&context=edu_article
[15]
Escudero, V., & López M. E. (2017). The European Youth Guarantee: A Systematic Review of Its Implementation across Countries. ILOWorkingPapers,21, 189-204. https://www.ilo.org/publications/european-youth-guarantee-systematic-review-its-implementation-across
[16]
Eurostat (2024). Early School Leavers downto9.5%in2023. Eurostat. https://ec.europa.eu/eurostat/en/web/products-eurostat-news/w/ddn-20240523-1
[17]
Gorard, S., & Taylor, C. (2004). Combining Methods in Educational and Social Research. McGraw-Hill.
[18]
Greasley, K., & Ashworth, P. (2007). The Phenomenology of “Approach to Studying”: The University Student’s Studies within the Lifeworld. BritishEducationalResearchJournal,33, 819-843. https://doi.org/10.1080/01411920701656977
[19]
Hays, R. B. (2012). Remediation and Re-Assessment in Undergraduate Medical School Examinations. MedicalTeacher,34, 91-92. https://doi.org/10.3109/0142159x.2012.643268
[20]
Holland, C. (2016). Critical Review: Medical Students’ Motivation after Failure. AdvancesinHealthSciencesEducation,21, 695-710. https://doi.org/10.1007/s10459-015-9643-8
[21]
Holme, J. J., Richards, M. P., Jimerson, J. B., & Cohen, R. W. (2010). Assessing the Effects of High School Exit Examinations. ReviewofEducationalResearch,80, 476-526. https://doi.org/10.3102/0034654310383147
[22]
Jürges, H., Schneider, K., Senkbeil, M., & Carstensen, C. (2012). Assessment Drives Learning: The Effect of Central Exit Exams on Curricular Knowledge and Mathematical Literacy. Economics of Education Review, 31, 56-65. https://doi.org/10.2139/ssrn.1423743
[23]
Kruger, L. J., Li, C., Kimble, E., Ruah, R., Stoianov, D., & Krishnan, K. (2016). Impact of Repeatedly Failing a High School Exit Exam: Voices of English Language Learners. TheUrbanReview,48, 463-483. https://doi.org/10.1007/s11256-016-0363-z
[24]
Legislation Malta (2018). DataProtectionAct. https://legislation.mt/eli/cap/586/eng/pdf
[25]
Leistner, C., & Menke, A. (2020). Hypothalamic-Pituitary-Adrenal Axis and Stress. In HandbookofClinicalNeurology (pp. 55-64). Elsevier. https://doi.org/10.1016/b978-0-444-64123-6.00004-7
[26]
Luthar, S. S., & Cicchetti, D. (2000). The Construct of Resilience: Implications for Interventions and Social Policies. DevelopmentandPsychopathology,12, 857-885. https://doi.org/10.1017/s0954579400004156
[27]
Mason, H. D. (2017). Stress-Management Strategies among First-Year Students at a South African University: A Qualitative Study. JournalofStudentAffairsinAfrica,5, 131-149. https://doi.org/10.24085/jsaa.v5i2.2744
[28]
Maymon, R., & Hall, N. C. (2021). A Review of First-Year Student Stress and Social Support. SocialSciences,10, Article No. 472. https://doi.org/10.3390/socsci10120472
[29]
MEDE (Minister for Education and Employment) (2017). The Working Grouponthe Future of Post-Secondary Education. MEDE. https://www.um.edu.mt/library/oar/bitstream/123456789/108002/1/The_working_group_on_the_future_of_post-secondary_education%282017%29.pdf
[30]
MEYR—Ministry for Education, Sports, Youth, Research and Innovation (2023a). In Early Leaving from Education and Training Strategy—The Way forward2023-2030. Government of Malta—Ministry for Education, Sport, Youth, Research and Innovation (MEYR). https://education.gov.mt/wp-content/uploads/2023/07/ELET-Strategy-English-18th-July-1530.pdf
[31]
MEYR—Ministry for Education, Sports, Youth, Research and Innovation (2023b). Visioningthe Future by Transforming Education. National Education Strategy 2024-2030. Government of Malta—Ministry for Education, Sport, Youth, Research and Innovation. https://education.gov.mt/wp-content/uploads/2023/12/NATIONAL-EDUCATION-BOOKLET-DEC-2023-2030.pdf
[32]
Papay, J. P., Murnane, R. J., & Willett, J. B. (2010). The Consequences of High School Exit Examinations for Low-Performing Urban Students: Evidence from Massachusetts. EducationalEvaluationandPolicyAnalysis,32, 5-23. https://doi.org/10.3102/0162373709352530
[33]
Patel, R. S., Tarrant, C., Bonas, S., & Shaw, R. L. (2015). Medical Students’ Personal Experience of High-Stakes Failure: Case Studies Using Interpretative Phenomenological Analysis. BMCMedicalEducation,15, Article No. 86. https://doi.org/10.1186/s12909-015-0371-9
[34]
Pietkiewicz, I., & Smith, J. (2014). A Practical Guideto Using InterpretativePhenomenologicalAnalysisin Qualitative Research Psychology. https://www.doi.org/10.14691/CPPJ.20.1.7
[35]
Putwain, D. W., Jansen in de Wal, J., & van Alphen, T. (2023). Academic Buoyancy: Overcoming Test Anxiety and Setbacks. JournalofIntelligence,11, Article No. 42. https://doi.org/10.3390/jintelligence11030042
[36]
Putwain, D. W., Pekrun, R., Rainbird, E., & Roberts, C. (2022). Cognitive-Behavioural Intervention for Test Anxiety: Could Teachers Deliver the STEPS Program and What Training Would They Require? In L. R. V. Gonzaga, L. L. Dellazzana-Zanon, & A. M. Becker da Silva (Eds.), Handbook of Stress and Academic Anxiety (pp. 381-399). Springer International Publishing. https://doi.org/10.1007/978-3-031-12737-3_25
[37]
Reardon, S. F., Arshan, N., Atteberry, A., & Kurlaender, M. (2010). Effects of Failing a High School Exit Exam on Course Taking, Achievement, Persistence, and Graduation. EducationalEvaluationandPolicyAnalysis,32, 498-520. https://doi.org/10.3102/0162373710382655
[38]
Robson, C., & Mccartan, K. F. (2016). RealWorldResearch (4th ed.). Wiley.
[39]
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and Extrinsic Motivation from a Self-Determination Theory Perspective: Definitions, Theory, Practices, and Future Directions. ContemporaryEducationalPsychology,61, Article ID: 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
[40]
Salimzadeh, R., Hall, N. C., & Saroyan, A. (2021). Examining Academics’ Strategies for Coping with Stress and Emotions: A Review of Research. FrontiersinEducation,6, Article ID: 660676. https://doi.org/10.3389/feduc.2021.660676
[41]
Saunders, M., Lewis, P., & Thornhill, A. (2007). Research Methods for Business Students (5th ed.). Pearson Education Limited.
[42]
Swan Sein, A., Dathatri, S., & Bates, T. A. (2020). Twelve Tips on Guiding Preparation for Both High-Stakes Exams and Long-Term Learning. MedicalTeacher,43, 518-523. https://doi.org/10.1080/0142159x.2020.1828570
[43]
Thapar, A., Eyre, O., Patel, V., & Brent, D. (2022). Depression in Young People. TheLancet,400, 617-631. https://doi.org/10.1016/s0140-6736(22)01012-1
[44]
Tuffour, I. (2017). A Critical Overview of Interpretative Phenomenological Analysis: A Contemporary Qualitative Research Approach. JournalofHealthcareCommunications,2, 52. https://doi.org/10.4172/2472-1654.100093
[45]
Weiner, B. (1985). An Attributional Theory of Achievement Motivation and Emotion. PsychologicalReview,92, 548-573. https://doi.org/10.1037//0033-295x.92.4.548
[46]
Weiner, B. (1986). An Attributional Theory of Motivation and Emotion. Springer-Verlag.
[47]
Weiner, B. (2001). Intrapersonal and Interpersonal Theories of Motivation from an Attribution Perspective. In F. Salili, C. Chiu, & Y. Hong (Eds.), StudentMotivation (pp. 17-30). Springer US. https://doi.org/10.1007/978-1-4615-1273-8_2
[48]
Weiner, B. (2018). The Legacy of an Attribution Approach to Motivation and Emotion: A No-Crisis Zone. MotivationScience,4, 4-14. https://doi.org/10.1037/mot0000082
[49]
Wuthrich, V. M., Belcher, J., Kilby, C., Jagiello, T., & Lowe, C. (2021). Tracking Stress, Depression, and Anxiety across the Final Year of Secondary School: A Longitudinal Study. JournalofSchoolPsychology,88, 18-30. https://doi.org/10.1016/j.jsp.2021.07.004
[50]
Wuthrich, V. M., Jagiello, T., & Azzi, V. (2020). Academic Stress in the Final Years of School: A Systematic Literature Review. ChildPsychiatry&HumanDevelopment,51, 986-1015. https://doi.org/10.1007/s10578-020-00981-y
[51]
Yeager, D. S., & Dweck, C. S. (2020). What Can Be Learned from Growth Mindset Controversies? AmericanPsychologist,75, 1269-1284. https://doi.org/10.1037/amp0000794
[52]
Yusufov, M., Nicoloro-SantaBarbara, J., Grey, N. E., Moyer, A., & Lobel, M. (2019). Meta-analytic Evaluation of Stress Reduction Interventions for Undergraduate and Graduate Students. InternationalJournalofStressManagement,26, 132-145. https://doi.org/10.1037/str0000099
