Exploring Goal Flexibility and Mental Health in University Students: A Qualitative Approach

ABSTRACT

University students face obstacles while pursuing their goals, and these challenges risk undermining their mental health. Goal flexibility has been identified as beneficial for promoting well‐being and protecting mental health; however, the relationship between goal flexibility and mental health challenges remains underexplored. This study aims to understand how students engage in goal flexibility during periods of mental health challenges. We interviewed Australian university ( n  = 20) and university college ( n  = 1) students, comprising predominantly psychology students (81%), recruited through purposive and snowball sampling and analyzed data using reflexive thematic analysis. We identified two predominant perceptions of goal flexibility: (1) modifying the pathway to a long‐term goal; and (2) acceptance that not all goals are achievable and moving on. Participants described using three strategies to promote goal flexibility: (1) health and social behaviors; (2) contemplative practice; and (3) ‘practical’ strategies. Participants reported a range of mental health challenges—most commonly stress, anxiety, and depressive symptoms, alongside longer‐term diagnosed conditions (e.g., ADHD), and we identified different patterns in how these affected participants' capacity to engage in goal flexibility. Goal flexibility processes were in turn experienced as supportive of mental health, primarily by reinforcing personal agency, with participants describing specific processes (e.g.., goal revision, freezing, and reengagement) as helpful for the specific challenge(s) they were facing. Participants expressed concerns that being “too flexible” with goals could have negative mental health consequences and undermine agency. Future research should conduct more targeted studies examining goal flexibility among individuals experiencing specific mental health challenges. Additionally, research should include diverse populations, such as students on‐campus, from varied disciplines, ages, socioeconomic, and cultural backgrounds.