Returning Students' Determination and Social Validation: An Interpretative Phenomenological View

Abstract

This qualitative study explored the perceptions of returning students regarding their determination to pursue education and their adjustment to social validation, utilizing the Interpretative Phenomenological Approach (IPA) as defined by Creswell (2018). Employing purposive sampling, data were collected through semi-structured interviews with seven participants and were analyzed thematically. The findings revealed five major themes: (1) Empowered Resilience in the Face of Adversity; (2) Recognition-Fueled Perseverance; (3) Empowered Self-Validation; (4) Emotional Resilience and Confidence; and (5) Unwavering Self-Directed and Motivational Resilience. The study integrated several theoretical frameworks, including Adult Learning Theory, Self-Directed Learning Theory, Eccles and Wigfield's Expectancy-Value Theory, and Maslow's Hierarchy of Needs. Despite limited research on this topic within the Philippine context, the study significantly contributes to understanding how social validation impacts the determination of returning students. It highlights that the motivation to pursue education should stem from intrinsic self-determination rather than societal expectations. These insights have implications for educational practitioners and policymakers in creating supportive environments for returning students, fostering not only academic success but also personal growth.