Science University Research Symposium (SURS)

Stress, Belonging, and Wellbeing in College Students

Publication Date

Fall 11-23-2026

College

College of Sciences & Mathematics

Department

Psychological Sciences and Neurosciences, Department of

SURS Faculty Advisor

Dr. Linda Jones

Presentation Type

Oral Presentation

Abstract

Student mental health has become an increasingly important concern within higher education, as many students experience significant levels of stress that can negatively affect their academic performance and overall wellbeing (Wilson, 2026). Previous research has demonstrated that emotional support and engagement are associated with greater student satisfaction and engagement (Romeo et al., 2024), while a stronger sense of belonging to one’s college and academic major is linked to perceived stress and higher life satisfaction (Civitici, 2015). Although these studies highlight important relationships among belonging, support, and wellbeing, there is limited research examining the extent to which sense of belonging predicts perceived stress when accounting for other relevant factors such as GPA, year in school, and social support. Additionally, few studies have investigated the relationships among sense of belonging, stress, and mental wellbeing within a college student population. The purpose of this study was to examine whether students with a stronger sense of belonging report lower levels of perceived stress and higher levels of mental wellbeing, as well as determining whether sense of belonging remained a significant predictor of stress after controlling academic and social variables. Participants completed a Qualtrics survey that included demographic questions as well as the Perceived Stress Scale, Sense of Belonging Scale, and the College Student Subjective Wellbeing Questionnaire.  It is hypothesized that students with a higher sense of belonging will report lower stress levels after controlling for wellbeing, sense of belonging, and year in school.

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