“Well Now we Have Entered University and So On, but”. Autodialogue and Circumvention Strategies in Reflections about Being a University Student

In higher education, there is nowadays a production of discourses about the negative effects of academic life on the well-being of the students. In the specific Danish context, we wondered how to understand the process involved in coping with problems and decisions of everyday life. To investigate this question, we present an empirical study on the microgenetic processes unfolding when students discuss their experiences with peers. We develop Josephs and Valsiner’s (Social Psychology Quarterly, 61,(1), 68–82, 1998) concepts of circumvention strategies and autodialogue. The study covers 2 focus-group discussions among 2nd semester psychology students aged 20–25, attending the same psychology course at a Danish university. The students were presented with a dilemmatic situation, that they are required make sense of, based on minimal information, by integrating it in their own representations, expectations and life experiences. Our analysis suggests that the students’ investment of meaning in themselves and others often occurred through autodialogical negotiation. In such negotiations, circumvention strategies offer the students a solution, enabling them not to get stuck in a dilemma between two oppositional ways of relating to a certain issue, or offers them a new and less upsetting perspective. These findings suggest that reaching a conclusion about themselves and their experience is not just a clear-cut process of making a statement, but a dynamic and complex process in which multiple perspectives and meanings are in play.