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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

Author

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  • Lianne Aarntzen

    (Social, Health, and Organizational Psychology, Utrecht University, 3584 CS Utrecht, The Netherlands
    These authors contributed equally to this work.)

  • Marlon Nieuwenhuis

    (Behavioural, Management and Social Sciences, University of Twente, 7500 AE Enschede, The Netherlands
    These authors contributed equally to this work.)

  • Maaike D. Endedijk

    (Behavioural, Management and Social Sciences, University of Twente, 7500 AE Enschede, The Netherlands)

  • Ruth van Veelen

    (Netherlands Organization for Applied Scientific Research (TNO), 2333 BE Leiden, The Netherlands)

  • Saskia M. Kelders

    (Behavioural, Management and Social Sciences, University of Twente, 7500 AE Enschede, The Netherlands)

Abstract

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.

Suggested Citation

  • Lianne Aarntzen & Marlon Nieuwenhuis & Maaike D. Endedijk & Ruth van Veelen & Saskia M. Kelders, 2023. "STEM Students’ Academic Well-Being at University before and during Later Stages of the COVID-19 Pandemic: A Cross-Sectional Cohort and Longitudinal Study," Sustainability, MDPI, vol. 15(19), pages 1-29, September.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:19:p:14267-:d:1248707
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    References listed on IDEAS

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    1. Xiangmin Liu & Rebecca L. Greenbaum & David Allen & Zhengtang Zhang, 2022. "A Newcomer Socialization Perspective on the Proliferation of Unethical Conduct in Organizations: The Influences of Peer Coaching Practices and Newcomers’ Goal Orientations," Journal of Business Ethics, Springer, vol. 176(1), pages 73-88, February.
    2. Fortuna Procentese & Vincenza Capone & Daniela Caso & Anna Rosa Donizzetti & Flora Gatti, 2020. "Academic Community in the Face of Emergency Situations: Sense of Responsible Togetherness and Sense of Belonging as Protective Factors against Academic Stress during COVID-19 Outbreak," Sustainability, MDPI, vol. 12(22), pages 1-12, November.
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