Perceived Stress and Mathematics Anxiety among STEM Students in Ukraine amidst the War and Their Connection to Learning Disruptions and a Supportive Environment

The full-scale war in Ukraine has reshaped the conditions of higher education and intensified stress, instability, and learning interruptions for STEM students. This study examines the associations between perceived stress, the self-reported impact of wartime circumstances on learning ability, learning disruptions in mathematics, a supportive educational environment, and mathematics anxiety. A cross-sectional online survey was conducted with 110 students. Perceived stress was measured with the Ukrainian adaptation of the PSS-10. Mathematics-related experiences were assessed using author-constructed items combined into indicators of learning disruptions and supportive environment, as well as a brief two-item proxy of mathematics anxiety. Higher perceived stress and a stronger perceived impact of wartime circumstances were associated with greater learning disruptions. A more supportive educational environment was associated with fewer disruptions and lower mathematics anxiety. The findings suggest that, under wartime conditions, supportive instructional practices may help reduce the educational consequences of chronic instability in mathematics learning.