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        <datestamp>2026-09-23T04:25:09Z</datestamp>
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          <dc:title>Data Sheet 1_Psychological strain and support navigation in perceived academic-climate contexts: person-centered evidence for undergraduate wellbeing support.zip</dc:title>
          <dc:creator>Yuchen Wang (2036299)</dc:creator>
          <dc:subject>Education</dc:subject>
          <dc:subject>academic climate</dc:subject>
          <dc:subject>help-seeking</dc:subject>
          <dc:subject>higher education</dc:subject>
          <dc:subject>latent class analysis</dc:subject>
          <dc:subject>psychological strain</dc:subject>
          <dc:subject>student wellbeing</dc:subject>
          <dc:subject>support navigation</dc:subject>
          <dc:subject>undergraduate students</dc:subject>
          <dc:description>Introduction&lt;p&gt;Student wellbeing in higher education depends partly on whether academic and support environments make help visible, legitimate, and usable.&lt;/p&gt;Methods&lt;p&gt;Using anonymous cross-sectional survey data from 14,628 undergraduates at one university in China, we examined recurring patterns across seven non-clinical psychological-strain and support-navigation indicators. A three-class latent class analysis identified response patterns, and uncertainty-adjusted contextual modeling compared adjusted Broad-profile probabilities across year-of-study and perceived academic-climate contexts.&lt;/p&gt;Results&lt;p&gt;The selected solution distinguished Low-strain adaptive, Meaning-social strain, and Broad support-navigation strain profiles. Broad-profile probability increased from strong to weak perceived academic-climate contexts in every year group. The highest point estimate was for Grade 3 + weak (0.434; 95% CI, 0.370-0.498), but the Grade 3 + weak vs. Grade 2 + weak contrast included zero (difference, 0.067; 95% CI, -0.014 to 0.147), and the year-by-climate interaction was not significant (chi-squared = 5.28, df = 6, p = 0.508).&lt;/p&gt;Discussion&lt;p&gt;The main finding is therefore a cross-sectional perceived academic-climate gradient rather than a distinct year-specific peak. Exploratory support-accessibility, coping-menu, and learning signals provide descriptive context. These associations are conditional on the selected specification and are intended to inform aggregate support review rather than define stable student types or institutional differences.&lt;/p&gt;</dc:description>
          <dc:date>2026-09-23T04:25:09Z</dc:date>
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          <dc:identifier>10.3389/feduc.2026.1921380.s001</dc:identifier>
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