A Phenomenological Study of the Role of Noncognitive Abilities Related to Resilience in Homeschooled Students Managing the Transition to College

The purpose of this phenomenological study was to explore the noncognitive experiences associated with resilience that contribute to the academic and social success of homeschooled students in their first year of college at XYZ University. Rutter’s (1999, 2006) resilience theory guided this research, emphasizing how individuals develop coping mechanisms to navigate challenges. This study examined how resilience-related traits, including self-discipline, adaptability, and problem-solving skills, influenced students' college transitions. Using a qualitative phenomenological approach, data were collected from 10 homeschooled students who had completed their first year of college or at least 30 credit hours. Participants shared their experiences through writing prompt questionnaires, semi-structured interviews, and focus groups. Thematic analysis identified three major themes: Academic Preparedness, Social Adaptation and College Integration, and Career Aspirations and Professional Growth. Findings revealed that self-directed learning, time management, and perseverance were key factors in students' success. While some participants initially faced social adaptation challenges, they over-came them through campus involvement, leadership roles, and community engagement. The study suggests that homeschooling fosters resilience by promoting autonomy and self-regulation. The results highlight implications for education policy and practice, suggesting that integrating resilience-building strategies—such as project-based learning, mentorship programs, and leadership training—into traditional high school curricula may enhance college readiness. Future research should explore comparative resilience development in traditionally schooled students and examine longitudinal effects of homeschooling on academic and career outcomes.