Exploring the Quality of Life and Academic Success of Students at a University in the Western Cape

This qualitative study explores the lived experiences of first-year students adapting to university life. University life encompasses various dimensions impacting individuals' health and wellness. Wellness comprises seven components, namely, physical, mental, spiritual, occupational, emotional, social, and environmental wellness. The present study rests on the premise that students may struggle, which will not only affect their quality of life but rather have knock-on effects and implications on their academic performance.

Therefore, the present study aimed to explore and describe students' perceived quality of life and its influence on their academic success at a university in the Western Cape.

An exploratory, descriptive qualitative study was conducted at the University of the Western Cape. The study involved twelve participants who were first-year students in the Community and Health Science faculty. Participants were recruited using purposive sampling techniques. Data were collected through semi-structured interviews with open-ended questions. Interviews were transcribed manually and through the use of AI software. Themes were analyzed using the Braun and Clarke framework.

The findings of the study revealed that students use various coping mechanisms, which can be categorized into sports participation, social support, and academic planning. These strategies help manage the transition from high school to university and promote a better quality of life. Coping strategies are adopted to manage the challenges during their academic journey. These challenges may be increased workload, how students manage their schedules, and their ability to be independent. These factors play a critical role in academic success, which is further determined by the academic process needs, the institutional support provided through available programs, and the access of students to basic needs or lack thereof.

The study findings highlight a clear link between the quality of life of students and their academic success. However, the study had limitations, including a lack of representation across genders and departments. The findings, along with previous studies conducted outside the Western Cape, suggest the need for additional transition support programs and increased awareness of existing resources. Therefore, recommendations will focus on addressing the identified stress factors to improve students' quality of life and enhance their academic success.