Joys and Sorrows After "Making It Ashore": A Narrative Study of Psychological Adaptation Among Successful Postgraduate Entrance Exam Candidates During the Graduate Transition Period

Abstract

Existing research on the psychology of postgraduate entrance exam preparation has predominantly concentrated on the examination preparation phase, while the psychological experiences of successful candidates during the graduate school transition period have been largely overlooked. Employing a narrative research approach, this study conducted in-depth, semi-structured interviews with three graduate students who had been enrolled for three to six months, systematically exploring their psychological trajectories and adjustment strategies during the adaptation period. The findings reveal that the adaptation period of successful postgraduate entrance exam candidates exhibits pronounced complex and nonlinear characteristics. Following a brief period of achievement-related joy, candidates commonly experience a meaning vacuum characterized by goal loss and diminished motivation. They simultaneously face an identity crisis in transitioning from examination achievers to research novices, struggling to redefine their academic roles and self-concept. Furthermore, their stress sources evolve from the singular pressure of examination preparation to multiple challenges encompassing academic innovation, interpersonal interaction, and career planning. Individuals achieve psychological adjustment through strategies such as cognitive reappraisal, goal reconstruction, and the rebuilding of social support systems, demonstrating notable developmental resilience. Based on these findings, targeted recommendations are proposed at the levels of university educational management, mental health support services, and individual agency, advocating a paradigm shift in graduate education from a selection-oriented model to a development-oriented framework that prioritizes holistic student well-being and sustainable academic growth.