STEM Students' Perceptions of Classical Reading: A Q-Methodology Study on Well-Being-Related Experiences

Abstract

This study used the Q methodology to examine how Korean science, technology, engineering, and mathematics (STEM) students perceive the experience of reading classical texts and how such experiences relate to their overall well-being. We developed 31 statements for the Q-sorting process and collected data from 39 undergraduate students majoring in science, technology, engineering, and mathematics (STEM). The analysis identified three distinct perception types: type 1-exploratory type, which broadens thinking through diverse perspectives, type 2-experience type, which shares achievement and enjoyment through reading together, and type 3-insight type, which seeks universal values and truth. These findings suggest that, for science and engineering students, reading classics offers a multidimensional experience-encompassing intellectual expansion, relational engagement, and philosophical reflection-beyond conventional academic activities. In particular, the therapeutic dimension of reading, as discussed in bibliotherapy, has emerged as a mechanism that supports self-reflection and emotional resilience. Although each type approached classical reading differently, the participants demonstrated varied perceptions that reflect dimensions of well-being, such as emotional awareness, relational connection, and self-reflection, as expressed through the Q-sorting of pre-defined statements. Based on these results, this study concludes that classical reading can function as a significant mechanism for promoting well-being, offering new directions and practical implications for classical reading education.