College Students’ Adjustment, Coping, and Stress During Pandemic: STEM versus Non-STEM

• In Event: AERA Roundtable Session Wednesday 4:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Mental Health and Student Well-Being in Global Contexts (Table 7)

Abstract

This study examines differences in adjustment, perceived stress, coping strategies, and COVID-19 adjustment between STEM and non-STEM university students during the early COVID-19 pandemic in the United States. Results indicated significant differences in academic adjustment and coping strategies, with non-STEM students showing better academic adjustment and higher reliance on avoidance strategies. No significant differences were found in overall stress levels. Multivariate regression analyses identified significant predictors of perceived stress, emphasizing the importance of academic and personal-emotional adjustment. Findings suggest tailored interventions for improving student well-being, particularly for STEM students facing academic adjustment challenges. Insights from this study can inform strategies for supporting university students during crisis periods, enhancing their overall well-being and academic success.

Authors

• Anqi Zhang, Fordham University

• Yi Ding, Fordham University

• Xinran Guo, Fordham University

• Xiaoyan Hu, Fordham University