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STEM Students’ Academic Well-Being at University before and during Later Stages of the COVID-19 Pandemic: A Cross-Sectional Cohort and Longitudinal Study

Aarntzen, Lianne ; Nieuwenhuis, Marlon ; Endedijk, Maaike D ; van Veelen, Ruth ; Kelders, Saskia M

Sustainability, 2023-09, Vol.15 (19), p.14267 [Periódico revisado por pares]

Basel: MDPI AG

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  • Título:
    STEM Students’ Academic Well-Being at University before and during Later Stages of the COVID-19 Pandemic: A Cross-Sectional Cohort and Longitudinal Study
  • Autor: Aarntzen, Lianne ; Nieuwenhuis, Marlon ; Endedijk, Maaike D ; van Veelen, Ruth ; Kelders, Saskia M
  • Assuntos: College students ; Colleges & universities ; COVID-19 ; Education ; Education parks ; Epidemics ; Longitudinal studies ; Methods ; Netherlands ; Online instruction ; Pandemics ; Psychological aspects ; School facilities ; Sustainability ; Teaching ; United Kingdom
  • É parte de: Sustainability, 2023-09, Vol.15 (19), p.14267
  • Descrição: This paper offers an indepth analysis of the impact of the COVID-19 pandemic on STEM students’ academic well-being beyond the initial stages of the pandemic. We draw upon a unique self-collected cross-sectional cohort dataset (n = 990, prepandemic and pandemic first-year STEM students) and longitudinal dataset (n = 170, students who started their studies pre-pandemic and are in their second year during the pandemic). Study 1 revealed that STEM students’ academic well-being during the COVID-19 pandemic was lower than before its onset, as shown when comparing a pre-pandemic and pandemic cohort of first-year students and from analyzing first-year students’ changes in academic well-being over time (i.e., lower academic satisfaction, belonging, efficacy and persistence intentions). Study 2 showed that especially COVID-19-related worries regarding academic enjoyment and study progress were related to STEM students’ decreased academic well-being, both for first and second-year students. Study 3 demonstrated that both peer support and faculty support contributed to higher academic well-being among first and second-year STEM students during the pandemic. These findings benefit policymakers and higher education institutions as they provide insight in how to safeguard sustainable academic well-being for STEM students in times of crisis or challenge.
  • Editor: Basel: MDPI AG
  • Idioma: Inglês
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