“It’s not always neat”: Psychological resources in the messy reality of university life

Abstract

This qualitative study examined how first-year university students perceive the roles of psychological resources (resilience, hope, and optimism) in relation to student success (academic performance and well-being). Data were collected through semi-structured interviews with 13 first-year university students (7 female, 6 male, age range: 18-25). The analysis revealed that resilience played a crucial role in promoting well-being and managing emotional stressors. Students referred to the relevance of hope as a driving force for them to persist in pursuing long-term academic goals. Additionally, hope, especially in the form of critical hope, sustained motivation by combining realistic acknowledgement of systemic challenges with a forward-looking commitment to personal and collective transformation. Optimism helped students reframe setbacks positively and maintain confidence in their long-term goals. The data indicated that these psychological resources form an interdependent ecosystem that students draw on to navigate the complexity of university life. The study emphasises not only the individual importance of these constructs but also their integrative and justice-oriented role in promoting student success. Findings support the need for holistic, contextually responsive student development and support services.