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.
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.
Beck, A. T. (1976). Cognitive Therapy and the Emotional Disorders . International Universities Press. https://archive.org/details/cognitivetherapy0000beck_q8c8?utm_source=chatgpt.com
Beck, A. T. (2021). The Future of Cognitive Therapy. Cognitive Therapy and Research, 45, 620-622.
Belcher, J., Wuthrich, V. M., & Lowe, C. (2022). Teachers Use of Fear Appeals: Association with Student and Teacher Mental Health. British Journal of Educational Psychology, 92, 610-626. https://doi.org/10.1111/bjep.12467
Bueno, D. (2021). Exams as a Source of Stress : How Assessments May Affect Learnin g, 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/
Catterall, J. S. (1989). School Dropouts : Here Today, Here Tom orrow. CSE Technical Report , 296 . UCLA Center for Research on Evaluation, Standards and Student Testing.
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. Frontiers in Psychology, 13, Article ID: 925614. https://doi.org/10.3389/fpsyg.2022.925614
Cleary, T. J., Platten, P., & Nelson, A. (2008). Effectiveness of the Self-Regulation Empowerment Program with Urban High School Students. Journal of Advanced Academics, 20, 70-107. https://doi.org/10.4219/jaa-2008-866
Cohen, L., Manion, L., & Morrison, K. (2017). Mixed Methods Research. In L. Cohen, L. Manion, & K. Morrison (Eds.), Research Methods in Education (8th ed., pp. 31-50). Routledge. https://doi.org/10.4324/9781315456539-2
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. Educational Policy, 20, 718-751. https://doi.org/10.1177/0895904805284123
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Sage.
Duru, E., Balkis, M., & Duru, S. (2024). Fear of Failure and Academic Satisfaction: The Mediating Role of Emotion Regulation Difficulties and Procrastination. European Journal of Psychology of Education, 39, 2901-2914. https://doi.org/10.1007/s10212-024-00868-9
Dweck, C. S. (2006). Mindset: The New Psychology of Success . Random House.
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
Escudero, V., & López M. E. (2017). The European Youth Guarantee: A Systematic Review of Its Implementation across Countries. ILO Working Papers, 21, 189-204. https://www.ilo.org/publications/european-youth-guarantee-systematic-review-its-implementation-across
Eurostat (2024). Early School Leavers down to 9.5% in 2023 . Eurostat. https://ec.europa.eu/eurostat/en/web/products-eurostat-news/w/ddn-20240523-1
Gorard, S., & Taylor, C. (2004). Combining Methods in Educational and Social Researc h . McGraw-Hill.
Greasley, K., & Ashworth, P. (2007). The Phenomenology of “Approach to Studying”: The University Student’s Studies within the Lifeworld. British Educational Research Journal, 33, 819-843. https://doi.org/10.1080/01411920701656977
Hays, R. B. (2012). Remediation and Re-Assessment in Undergraduate Medical School Examinations. Medical Teacher, 34, 91-92. https://doi.org/10.3109/0142159x.2012.643268
Holland, C. (2016). Critical Review: Medical Students’ Motivation after Failure. Advances in Health Sciences Education, 21, 695-710. https://doi.org/10.1007/s10459-015-9643-8
Holme, J. J., Richards, M. P., Jimerson, J. B., & Cohen, R. W. (2010). Assessing the Effects of High School Exit Examinations. Review of Educational Research, 80, 476-526. https://doi.org/10.3102/0034654310383147
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
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. The Urban Review, 48, 463-483. https://doi.org/10.1007/s11256-016-0363-z
Legislation Malta (2018). Data Protection Act . https://legislation.mt/eli/cap/586/eng/pdf
Leistner, C., & Menke, A. (2020). Hypothalamic-Pituitary-Adrenal Axis and Stress. In Handbook of Clinical Neurology (pp. 55-64). Elsevier. https://doi.org/10.1016/b978-0-444-64123-6.00004-7
Luthar, S. S., & Cicchetti, D. (2000). The Construct of Resilience: Implications for Interventions and Social Policies. Development and Psychopathology, 12, 857-885. https://doi.org/10.1017/s0954579400004156
Mason, H. D. (2017). Stress-Management Strategies among First-Year Students at a South African University: A Qualitative Study. Journal of Student Affairs in Africa, 5, 131-149. https://doi.org/10.24085/jsaa.v5i2.2744
Maymon, R., & Hall, N. C. (2021). A Review of First-Year Student Stress and Social Support. Social Sciences, 10, Article No. 472. https://doi.org/10.3390/socsci10120472
MEDE (Minister for Education and Employment) (2017). The Working Gr oup on the Future of Post-Secondary Educa tion . 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
MEYR—Ministry for Education, Sports, Youth, Research and Innovation (2023a). In Early Leaving from Education and Training Str ategy — The Way forward 2023-2030 . 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
MEYR—Ministry for Education, Sports, Youth, Research and Innovation (2023b). Visioning th e 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
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. Educational Evaluation and Policy Analysis, 32, 5-23. https://doi.org/10.3102/0162373709352530
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. BMC Medical Education, 15, Article No. 86. https://doi.org/10.1186/s12909-015-0371-9
Pietkiewicz, I., & Smith, J. (2014). A Practical Guide to Using Interpretative Phenomenological Analysis in Qualitative Research Psychology . https://www.doi.org/10.14691/CPPJ.20.1.7
Putwain, D. W., Jansen in de Wal, J., & van Alphen, T. (2023). Academic Buoyancy: Overcoming Test Anxiety and Setbacks. Journal of Intelligence, 11, Article No. 42. https://doi.org/10.3390/jintelligence11030042
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
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. Educational Evaluation and Policy Analysis, 32, 498-520. https://doi.org/10.3102/0162373710382655
Robson, C., & Mccartan, K. F. (2016). Real World Research (4th ed.). Wiley.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and Extrinsic Motivation from a Self-Determination Theory Perspective: Definitions, Theory, Practices, and Future Directions. Contemporary Educational Psychology, 61, Article ID: 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Salimzadeh, R., Hall, N. C., & Saroyan, A. (2021). Examining Academics’ Strategies for Coping with Stress and Emotions: A Review of Research. Frontiers in Education, 6, Article ID: 660676. https://doi.org/10.3389/feduc.2021.660676
Saunders, M., Lewis, P., & Thornhill, A. (2007). Research Methods for Business Stude nts (5th ed.). Pearson Education Limited.
Swan Sein, A., Dathatri, S., & Bates, T. A. (2020). Twelve Tips on Guiding Preparation for Both High-Stakes Exams and Long-Term Learning. Medical Teacher, 43, 518-523. https://doi.org/10.1080/0142159x.2020.1828570
Thapar, A., Eyre, O., Patel, V., & Brent, D. (2022). Depression in Young People. The Lancet, 400, 617-631. https://doi.org/10.1016/s0140-6736(22)01012-1
Tuffour, I. (2017). A Critical Overview of Interpretative Phenomenological Analysis: A Contemporary Qualitative Research Approach. Journal of Healthcare Communications, 2, 52. https://doi.org/10.4172/2472-1654.100093
Weiner, B. (1985). An Attributional Theory of Achievement Motivation and Emotion. Psychological Review, 92, 548-573. https://doi.org/10.1037//0033-295x.92.4.548
Weiner, B. (1986). An Attributional Theory of Motivation and Emotion . Springer-Verlag.
Weiner, B. (2001). Intrapersonal and Interpersonal Theories of Motivation from an Attribution Perspective. In F. Salili, C. Chiu, & Y. Hong (Eds.), Student Motivation (pp. 17-30). Springer US. https://doi.org/10.1007/978-1-4615-1273-8_2
Weiner, B. (2018). The Legacy of an Attribution Approach to Motivation and Emotion: A No-Crisis Zone. Motivation Science, 4, 4-14. https://doi.org/10.1037/mot0000082
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. Journal of School Psychology, 88, 18-30. https://doi.org/10.1016/j.jsp.2021.07.004
Wuthrich, V. M., Jagiello, T., & Azzi, V. (2020). Academic Stress in the Final Years of School: A Systematic Literature Review. Child Psychiatry & Human Development, 51, 986-1015. https://doi.org/10.1007/s10578-020-00981-y
Yeager, D. S., & Dweck, C. S. (2020). What Can Be Learned from Growth Mindset Controversies? American Psychologist, 75, 1269-1284. https://doi.org/10.1037/amp0000794
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. International Journal of Stress Management, 26, 132-145. https://doi.org/10.1037/str0000099