Academic Resilience and Its Relationship With Anxiety and Depression in STEM Students: A Structural Equation Modeling Approach (Poster 27)

• In Event: AERA Poster Session Thursday 1:45 p.m.
  In Poster Session: Poster Session for Stress, Resilience, and Coping

Abstract

The study investigated the relationship between academic resilience and anxiety and depression among STEM students in higher education using a cross-sectional design (N=350) and Structural Equation Modeling (χ²(110) = 341.211, p < 0.001; CFI = 0.899; TLI = 0.876; RMSEA = 0.077; SRMR = 0.070). Resilience was defined through psychological well-being, social well-being, and self-efficacy. Significant positive relationships were found between resilience and psychological well-being (β = 0.993), social well-being (β = 0.903), and self-efficacy (β = 0.657), whereas negative relationships were observed with anxiety (β = -0.563) and depression (β = -0.681).The findings emphasize the importance of enhancing psychological, social well-being, and self-efficacy to promote resilience in STEM students and suggest interventions to support student resilience and mental health.

Author

• Francisca Beroíza Valenzuela, Centro de Estudios de Conflicto y Cohesión Social (COES)