Articles

Exploring the Lived Experiences of University Students: The Influence of Parental, and Peer Expectations and Mental Health in Lusaka, Zambia

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University students globally navigate significant expectations from parents and peers, which can profoundly impact their mental health. While these expectations can motivate, they often generate stress and anxiety, particularly when perceived as unrealistic. Existing literature highlights this dual effect, but there is a scarcity of qualitative, in-depth research on this topic within the African, and specifically Zambian, higher education context. This study aimed to explore the lived experiences of university students in Lusaka, Zambia, regarding the influence of parental and peer expectations and mental health. Its specific objectives were to: explore parental expectations and mental health based on students’ experiences; explore peer expectations and mental health based on students’ experiences; and determine whether students perceive these expectations as contributing positively or negatively to their overall mental health.

This qualitative study explored the lived experiences of university students in Lusaka, Zambia, regarding the influence of parental, peer expectations and mental health. Utilizing a phenomenological research design, in-depth semi-structured interviews were conducted with 20 university students, of which 11 students were from the University of Zambia, and 9 students were from Levy Mwanawasa Medical University. A focus group discussion was utilized as a second data collection method, with 8 university students from the initial group of students that participated in the interview process, 3  university students of which were from Levy Mwanawasa Medical University, and 5 university students were from the University of Zambia. All university students who participated, were aged 18–27. Thematic analysis was employed to analyze the data.

Findings reveal that parental expectations are a pervasive and powerful influence, often centered on academic and career success. While these expectations were sometimes described as motivating and linked to improved academic performance, they more frequently generated significant psychological distress, including stress, anxiety, feelings of being overwhelmed, and a loss of autonomy, particularly when perceived as unrealistic or misaligned with the student’s own goals. Peer expectations primarily manifested as pressure to perform academically and conform socially. Their impact was more varied; some students reported resilience and motivation from positive peer influence, while others experienced anxiety and social pressure to meet group norms.

Overall, the study concludes that expectations act as a double-edged sword. Their effect on mental health is contingent on their nature, source, and the individual’s perception. The study highlights the critical role of balancing high expectations with emotional support and autonomy to safeguard student well-being. It recommends enhanced university support services and culturally sensitive interventions to help students navigate these pressures and promote mental health in the Zambian higher education context.

Lived Experiences of Adolescent Mothers in their Transition to Motherhood in a Rural Barangay

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This descriptive phenomenological type of study employed Giorgi’s Phenomenology with transcribed semi-structured face-to-face interviews to provide detailed examinations of personal lived experiences among the selected adolescent mothers in Barangay Rizal, Surigao City. Ten informants were selected using the criterion-based purposive sampling method specifying those who are mothers aged between 10 to 19 years old, have given birth to one live baby, are residents of Barangay Rizal, and are living with their parents who underwent struggles in transitioning to motherhood only. The emergent themes from the study revolved around three key aspects: physical problems, insufficient support, and mental and emotional distress. The journey into motherhood, while transformative for any woman, presents a unique set of challenges and complexities for adolescent mothers. Their experiences were vividly expressed in their narratives, showcasing a range of emotions including fear, uncertainty, and the simultaneous joy of motherhood. As they grapple with their new responsibilities, they also face the ongoing challenge of identity formation as adolescents. Throughout their journeys, there is a prevalent theme of profound personal development. This study serves as a very useful and trustworthy input for the creation and execution of specific programs and treatments that address specific challenges faced by adolescent mothers as they transition to motherhood.

Sociocultural Perspectives on Badjao Life Captured from the Lived Experiences of Badjao Teens in Surigao City: A Phenomenology

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This Husserlian phenomenological study explored the sociocultural perspectives on Badjao life of teens in Surigao City. Employing Van Kaam’s phenomenology modified by Moustakas (1994), six key informants from the Badjao community (aged 15 to 19) in Canlanipa, Surigao City, were interviewed on their sociocultural experiences, yielding nine themes. Purposive sampling identified informants. Applying Van Kaam’s modified by Moustakas for data analysis revealed significant findings: Cultural Transition and Urban Challenges, Social Stereotypes and Bullying, Judgement and Discrimination, Language and Communication Challenges, Community and Social Exclusion, Government Support for Education and Community, Community Resilience and Support, Badjao Community Dynamics, and Traditional Cultural Practices. The Badjao community’s resilience relies on governmental support, education, and navigating cultural transitions. Facing discrimination and economic disparities, they strengthen social bonds, preserving cultural identity. Tradition meeting progress creates a harmonious future. The research amplifies Badjao teens’ voices, aids Surigao City leaders in understanding their needs, boosts community pride, contributes to cultural understanding, enriches academic knowledge, refines cultural theories, empowers individuals, informs policies, and strengthens community well-being.