Exploration Of Well-Being And Individual Flourishing In Final-Level Students: A Phenomenological Qualitative Study

Abstract

The transitional phase from university to professional life represents a critical period in shaping students’ psychological well-being and capacity for flourishing. This study explores the lived experiences of well-being and individual flourishing among final-level university students by employing a phenomenological qualitative design. The research aims to capture how students interpret, construct, and sustain psychological resilience during academic completion. Data were collected through in-depth interviews with purposively selected participants and analyzed thematically following Braun and Clarke’s model. Findings reveal that flourishing emerges from three interrelated domains: intrinsic motivation and purpose alignment, adaptive coping with academic and life stressors, and meaningful social connection. Moreover, psychological flourishing is not static but evolves as students navigate uncertainty and self-actualization in their final academic journey. The study concludes that institutional support systems fostering autonomy, emotional regulation, and reflective engagement are essential to sustaining student well-being. Theoretically, this research contributes to expanding the discourse of positive psychology within higher education, while practically, it provides a framework for developing holistic student support strategies that integrate academic, emotional, and social dimensions of flourishing.