Introduction: Entering higher education is an important stage of life and considered an
achievement by many. However, this period is marked by several changes that impact the
student's self-perception and influence decision-making. Social, economic, psychological and
cognitive factors are susceptible to these changes and influence the course of higher education
students. Understanding the various factors involved in this process, it is necessary to
understand how academic adaptation and quality of life of students are affected, especially in
the period of the COVID-19 pandemic. Objective: To evaluate the academic adaptation and
quality of life in the face of the COVID-19 pandemic of undergraduate students from a public
Higher Education Institution (HEI). Methodology: This is a cross-sectional study carried out
with undergraduate students in Nursing, Physical Education, Mathematics, Geography,
Literature, Pedagogy, Philosophy, Natural Sciences/Chemistry and Natural Sciences/Biology
from a public HEI in the State of Pará. To assess academic adaptation and quality of life,
dependent variables of this study, the Short Academic Experiences Questionnaire (QVA-r) and
the Medical Outcomes Study 36 – Item Short – Form Health Survey (SF-36) were used. Results:
Eighty-nine undergraduate students participated in the study, predominantly female (73%),
single (88.8%), brown (56.6%) and living with parents, spouses or children (59.3 %). On
average, students had good scores in the QVA-r domains, suggesting good academic adaptation
(>3.00). However, in the study domain, students showed low academic adaptation. Regarding
quality of life, in five of the eight dimensions the students presented good quality of life (>50),
however, the dimensions vitality, emotional aspect and mental health presented lower results.
Factors associated with academic adaptation to housing, course - with emphasis on health,
perception of academic performance, presence of student scholarship, having a good teacher-
student relationship, not thinking about dropping out of the course, stressors experienced during
graduation, playing sports, consuming news about the pandemic, socializing at a distance and
feeling insecure in the pandemic context. Factors associated with quality of life were sex,
course, perception of academic performance, not thinking about dropping out of the course,
stressor factors, practicing sports, absence of comorbidities and minor mental disorders,
believing that the coronavirus is dangerous, feeling of insecurity with the pandemic and having
met someone who died as a result of Covid. There is a negative correlation between academic
adaptation and quality of life with negative feelings experienced in the pandemic context.
Academic adaptation and quality of life have a positive correlation. Conclusion: Higher
education is full of challenges experienced by students. Sociodemographic, academic and
psychosocial factors influence the student's adaptation to the academic environment, as well as
their quality of life. The elaboration of public policies for the psychopedagogical support of the
student is essential to avoid unwanted outcomes in undergraduate studies.
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