Does Your Major Define Your Mind? A Statistical Analysis

This study investigates the complex influence of academic performance (rating) and field of study on the sociopsychological profiles of university students, as measured by a standardized Social-Psychological Testing tool. The research aims to address a gap in literature by integrating these key academic variables with a broad spectrum of psychological indicators to enable more targeted student support. Using a sample of 129 students from Engineering, Humanities, and IT disciplines, the study employs analysis of variance (ANOVA), correlation analysis, and exploratory factor analysis. Key findings reveal significant differences driven by gender, major, and academic performance. Female students reported higher levels of anxiety, frustration, and poor adaptability. Humanities students showed the highest social activity, while IT students scored highest on poor adaptability. A counterintuitive finding was that students with excellent ratings had a higher need for group attention, while those who failed exhibited the highest social activity. Crucially, correlation analysis found no significant linear relationship between the measured psychological risk/protective factors and academic performance. Factor analysis successfully distilled the 16 indicators into three core latent constructs: Psychological Resilience, Emotional Dysregulation, and Antisocial Tendencies.