Mapping Counseling Behavioral Intentions and Beliefs in STEM Students: A Convergent Mixed Method and Theory-Based Design

Science, technology, engineering, and mathematics (STEM) undergraduate students face elevated levels of depression, anxiety, and psychological distress, yet underutilize mental health counseling services. Existing research typically focuses on engineering students, often lacks theoretical frameworks, and utilizes single methodology designs. This convergent mixed methods study, guided by the Reasoned Action Approach (RAA), examined factors influencing counseling intentions among STEM students (N = 374) at a large public university in the South. A multiple linear regression analysis showed that past counseling use (β = .49), attitudes (β = .27), descriptive and injunctive norms (β = .16 and .35), and perceived capacity (β = .22) positively influenced intentions to seek counseling, while autonomy was negatively associated with counseling intentions (β = -.21). Qualitative content analysis indicated that counseling could improve their emotional health (61.2%) but also expressed concerns about discomfort (56.1%). Most students reported that no one would disapprove of counseling (41.7%), although family and friends played mixed roles as both supporters (76.7 and 78.6%) and disapprovers (36.4 and 25.1%). Key barriers to counseling included cost (34.2%), low motivation (30.5%), and inaccessibility (22.5%). Results highlight opportunities for multilevel interventions that normalize help seeking and reduce structural and normative barriers in STEM learning environments.