Sharing Student Projects

This dissertation aimed to understand how the common cultural belief that “hard work leads to success” (known as meritocratic belief) affects the mental well-being of Chinese university students. In today's China, students face an extremely competitive environment, often called “involution”, where they feel they must put in more and more effort yet fail to gain proportional reward. This study explored the impact of meritocratic beliefs on university students’ mental well-being within the context of involution in China, and the strategies they use to navigate the challenges. The research focused on students who have deeply experienced the Chinese culture and education system. Semi-structured interviews were conducted with nine Chinese postgraduate students and recent Master’s graduates. Although undergraduate voices were absent, participants’ reflective accounts provided a valuable perspective on how their beliefs and experiences developed over time. The interviews were conducted in Chinese via Zoom online meeting, and then transcribed anonymously. Reflexive Thematic Analysis was used to analyse the data, generating five themes that illustrated the ways in which meritocratic beliefs are internalised and navigated. The findings showed that meritocratic values were deeply ingrained in students’ upbringing through family practices, school systems, and broader cultural expectations. This contributed to what participants described as a “good student mindset”, characterised by perfectionism, fear of failure, and constant peer comparison. Such pressures often led to cycles of stress, diminished self-confidence, and identity anxiety. Furthermore, participants reported that the old rule of “hard work leads to success” is no longer true in the context of involution. Against economic changes and intensified competition, they found that hard work doesn’t always pay off as it might have for previous generations, and academic diligence no longer guaranteed secure employment or upward mobility. This mismatch between belief and reality led many participants to experience heightened anxiety and loss of motivation. Despite these psychological challenges posed by meritocratic beliefs, participants developed coping strategies. Many chose to redefine success on their own terms, prioritising intrinsic goals such as happiness, personal growth, and meaningful relationships. Parental support played a critical role in this process, offering reassurance that their worth extended beyond academic achievement. However, despite having access to professional psychological services, many students were reluctant to use them, believing that counselling couldn't solve their practical problems and seeing stress as a normal part of life. This created a crisis-oriented approach to mental health, where support was only sought at breaking point. These findings align with and extend existing psychological theories. They show how multilevel environments shape personal beliefs and how the frustration of basic psychological needs can harm motivation and well-being. In conclusion, the dissertation demonstrates that while meritocratic beliefs motivate students to work hard, they can also undermine mental well-being when personal worth is narrowly attached to academic achievement. Recommendations include broadening the discourse to value diverse forms of success, promoting proactive and culturally sensitive mental health support, and encouraging institutions to normalise help-seeking behaviours.

This research provides significant implications for families, educational practitioners, and higher education institutions in improving students’ mental well-being. The primary beneficiaries of this study are university students, particularly in China and Chinese international students abroad, who may feel trapped by meritocratic pressures. By validating their experiences, the research can help reduce feelings of isolation and encourage help-seeking behaviours. Furthermore, parents and families can benefit by gaining a deeper understanding of how their well-intentioned expectations might inadvertently contribute to their children’s psychological distress. This knowledge can empower them to provide more balanced support that prioritises holistic well-being over purely academic success. At the educational and institutional level, the findings are highly relevant for schools, universities, and educational practitioners. University administrators and counsellors can use these insights to develop more effective, culturally sensitive mental health interventions. This may involve implementing proactive outreach programmes to identify at-risk students and de-stigmatise psychological support. The research also provides a strong evidence base for policymakers in higher education to promote student well-being by valuing diverse talents, supporting extracurricular activities, and providing opportunities for personal development outside the classroom. Overall, this research contributes to a more critical sociocultural discourse about the balance between academic achievement and mental well-being, offering practical guidance for creating more supportive, inclusive, and healthy educational environments.