A Phenomenological Analysis of Students' Emotional Well-being
DOI:
https://doi.org/10.65067/d18qd369Keywords:
Emotional Wellbeing, Self Acceptence, Emotional Regulation, Adolescents, Phenomenological AnalysisAbstract
This study explored students' emotional well-being using a qualitative phenomenological approach. Three participants were selected through purposive sampling based on emotional experiences that had significantly influenced their lives. Data were collected through in-depth interviews, observations, and documentation and analyzed using thematic phenomenological analysis. The findings showed that emotional well-being developed through self-acceptance, positive self-evaluation, gratitude, life satisfaction, emotional regulation, autonomy, purpose in life, and supportive social relationships. Initially, participants experienced sadness, disappointment, confusion, low self-confidence, and social pressure. However, through self-reflection, self-compassion, and support from family, peers, and the school environment, they gradually adapted and achieved greater psychological stability. The results indicate that emotional well-being is a dynamic process shaped by subjective experiences, meaning-making, and social support, which together promote resilience and adaptive psychological growth among students
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