
It is well-known that prevalence of stress, anxiety, and depression is high among university undergraduate students in developed and developing countries. Students entering university are from different socioeconomic background, which can bring a variety of mental health risk factors. The aim of this review was to investigate present literatures to identify risk factors associated with stress, anxiety, and depression among university undergraduate students in developed and developing countries. I identified and critically evaluated forty-one articles about risk factors associated with mental health of undergraduate university students in developed and developing countries from 2000 to 2020 according to the inclusion criteria. Selected papers were analyzed for risk factor themes. Six different themes of risk factors were identified: psychological, academic, biological, lifestyle, social and financial. Different risk factor groups can have different degree of impact on students' stress, anxiety, and depression. Each theme of risk factor was further divided into multiple subthemes. Risk factors associated with stress, depression and anxiety among university students should be identified early in university to provide them with additional mental health support and prevent exacerbation of risk factors.
Citation: Mohammad Mofatteh. Risk factors associated with stress, anxiety, and depression among university undergraduate students[J]. AIMS Public Health, 2021, 8(1): 36-65. doi: 10.3934/publichealth.2021004
[1] | Bahar Kefeli Çol, Ayşe Gümüşler Başaran, Hilal Pekmezci . COVID-19 pandemic: Evaluating its psychological impact and individuals' depression, anxiety, and stress levels. AIMS Public Health, 2023, 10(3): 507-523. doi: 10.3934/publichealth.2023036 |
[2] | Ahmad A Mirza, Hammam Baarimah, Mukhtiar Baig, Abdulrahim A Mirza, Mohammed A Halawani, Ghada M Beyari, Khalid S AlRaddadi, Mahmoud Alreefi . Academic and non-academic life stressors and their impact on psychological wellbeing of medical students. AIMS Public Health, 2021, 8(4): 563-580. doi: 10.3934/publichealth.2021046 |
[3] | Nicola Magnavita, Igor Meraglia, Matteo Riccò . Anxiety and depression in healthcare workers are associated with work stress and poor work ability. AIMS Public Health, 2024, 11(4): 1223-1246. doi: 10.3934/publichealth.2024063 |
[4] | José Miguel Uribe-Restrepo, Alan Waich-Cohen, Laura Ospina-Pinillos, Arturo Marroquín Rivera, Sergio Castro-Díaz, Juan Agustín Patiño-Trejos, Martín Alonso Rondón Sepúlveda, Karen Ariza-Salazar, Luisa Fernanda Cardona-Porras, Carlos Gómez-Restrepo, Francisco Diez-Canseco . Mental health and psychosocial impact of the COVID-19 pandemic and social distancing measures among young adults in Bogotá, Colombia. AIMS Public Health, 2022, 9(4): 630-643. doi: 10.3934/publichealth.2022044 |
[5] | Yosef Mohamed-Azzam Zakout, Fayez Saud Alreshidi, Ruba Mustafa Elsaid, Hussain Gadelkarim Ahmed . The magnitude of COVID-19 related stress, anxiety and depression associated with intense mass media coverage in Saudi Arabia. AIMS Public Health, 2020, 7(3): 664-678. doi: 10.3934/publichealth.2020052 |
[6] | Carmenrita Infortuna, Xiaolin Yang, Ray Wang, Gianluca Pandolfo, Ilona Cazorla, Julian Dupont, Veolette Hanna, Valerie Iosim, Mirai Mikhail, Alex Yu, Stanley R. Terlecky, Florian P. Thomas, Jing Ren, Wenhua Cao, Zhiyong Han, Fortunato Battaglia . Medical students' distress during the transition to the endemic phase of COVID-19 in China: The association with temperament traits and attachment styles. AIMS Public Health, 2025, 12(1): 1-15. doi: 10.3934/publichealth.2025001 |
[7] | Nguyen Thi Hong Tuyen, Truong Quang Dat, Huynh Thi Hong Nhung . Prevalence of depressive symptoms and its related factors among students at Tra Vinh University, Vietnam in 2018. AIMS Public Health, 2019, 6(3): 307-319. doi: 10.3934/publichealth.2019.3.307 |
[8] | Carlee Bellapigna, Zornitsa Kalibatseva . Psychosocial risk factors associated with social anxiety, depressive and disordered eating symptoms during COVID-19. AIMS Public Health, 2023, 10(1): 18-34. doi: 10.3934/publichealth.2023003 |
[9] | Stephanie A. Godleski, Casey T. Harris, Kevin M. Fitzpatrick, Ammina Kothari . Social and behavioral vulnerability, pregnancy, and negative mental health outcomes in the U.S. during the Covid-19 pandemic. AIMS Public Health, 2022, 9(2): 331-341. doi: 10.3934/publichealth.2022023 |
[10] | Walid El Ansari, Khalid A Khalil, Derrick Ssewanyana, Christiane Stock . Behavioral risk factor clusters among university students at nine universities in Libya. AIMS Public Health, 2018, 5(3): 296-311. doi: 10.3934/publichealth.2018.3.296 |
It is well-known that prevalence of stress, anxiety, and depression is high among university undergraduate students in developed and developing countries. Students entering university are from different socioeconomic background, which can bring a variety of mental health risk factors. The aim of this review was to investigate present literatures to identify risk factors associated with stress, anxiety, and depression among university undergraduate students in developed and developing countries. I identified and critically evaluated forty-one articles about risk factors associated with mental health of undergraduate university students in developed and developing countries from 2000 to 2020 according to the inclusion criteria. Selected papers were analyzed for risk factor themes. Six different themes of risk factors were identified: psychological, academic, biological, lifestyle, social and financial. Different risk factor groups can have different degree of impact on students' stress, anxiety, and depression. Each theme of risk factor was further divided into multiple subthemes. Risk factors associated with stress, depression and anxiety among university students should be identified early in university to provide them with additional mental health support and prevent exacerbation of risk factors.
Beck's depression inventory;
Diagnostic and statistical manual of mental disorders;
post-traumatic stress disorder;
Stress, anxiety and depression;
United Kingdom;
United States of America
Mental health is one of the most significant determinants of life quality and satisfaction. Poor mental health is a complex and common psychological problem among university undergraduate students in developed and developing countries [1]. Different psychological and psychiatric studies conducted in multiple developed and developing countries across the past decades have shown that prevalence of stress, anxiety, and depression (SAD) is higher among university students compared with the general population [2]–[4]. It is well established that as a multi-factorial problem, SAD cause personal, health, societal, and occupational issues [5] which can directly influence and be influenced by the quality of life. The level of stress cited in self-reported examinations and surveys is inversely correlated with life quality and well-being [6].
Untreated poor mental health can cause distress among students and, hence, negatively influence their quality of lives and academic performance, including, but not limited to, lower academic integrity, alcohol and substance abuse as well as a reduced empathetic behaviour, relationship instability, lack of self-confidence, and suicidal thoughts [7]–[9].
A 21-item self-evaluating questionnaire, Beck Depression Inventory (BDI), is the most common tool used for diagnoses of depression [10]. A BDI-based survey in five developed countries in Europe (European Outcome of Depression International Network-ODIN in the United Kingdom, Netherlands, Greece, Norway, and Spain) concluded that overall 8.6% (95% CI, 7.95–10.37) of the resident population are dealing with depression [11]. Similar studies confirmed that about 8% of the population in developed and developing countries suffer from depression [12]. Data from systematic review studies revealed that this depression rate is much higher among university students and around one third of all students in the majority of the developed countries have some degree of SAD disorders; and depression prevalence has been increasing in academic environments over the past few decades [3].
Despite all the efforts to increase awareness and tackle mental health problems among university students, there is still an increasing number of depression and suicide among students [13], indicating a lack of effectiveness of the measures adopted. In addition to an increase in the prevalence of mental health issues, comparing students and non-college-attending peers demonstrated that the severity of psychological disorders that students receive treatment for has also increased [14]. For example, the rate of suicide among adolescents has increased significantly over the past few decades [15]. In fact, suicide as a result of untreated mental health is the second cause of death among American college students [16], emphasizing the importance of identifying and treating risk factors associated with SAD.
SAD can be manifested in different forms; however, some common overt symptoms include loss of appetite, sleep disturbance, lack of concentration, apathy (lack of enthusiasm and concern), and poor hygiene. Studying SAD is particularly important among university students who are future representatives and leaders of a country. Furthermore, most undergraduate students enter university at an early age; and dealing with SAD early in life can have long-term negative consequences on the mental and social life of students [3]. For example, a longitudinal study in New Zealand over 25 years demonstrated that depression among people aged 16–21 could increase their unemployment and welfare-dependence in long-term [17].
A better understanding of SAD among students in developed and developing countries not only helps governments, universities, families, and healthcare agencies to identify risk factors associated with mental health problems in order to minimise such risk factors, but also provides them with an opportunity to study how these factors have been changing in the academia.
This review aims to provide an updated understanding of risk factors associated with SAD among post-secondary undergraduate and college students in developed and developing countries by using existing literature resources available to answer the following question:
“Aetiology of depression and anxiety: What are risk factors associated with stress, anxiety and depression among university and college undergraduate students studying in developed and developing countries?”
It is worth mentioning that this review focuses on SAD risk factors of university students in developed and developed countries, and does not cover underdeveloped countries which can have their own niche problems (such as poverty). However, this review takes into account international students who migrate from underdeveloped countries to developed and developing countries to pursue their education.
The aims of this review were to identifying principal themes associated with depression and anxiety risk factors among university undergraduate students. The objectives of this review are to design a rigorous searching methodology approach by using appropriate inclusion and exclusion criteria, to conduct literature searches of publicly available databases using the designed methodology approach, to investigated collected literature resources to identify risk factors associated with the depression and anxiety which have not changed, and to identify principal themes associated with SAD risk factors among university undergraduate students.
A narrative review based on a comprehensive and replicable search strategy is used in this review. This approach is justified and preferred, over other approaches such as primary data gathering, because of the timescale of the research (2000 to 2020-temporal reasons), and extent of the research (developed and developing countries-spatial reasons).
Inclusion and exclusion criteria for articles and academic writings used in this review are as follows:
2000 to 2020 are included Academic writings which are published between in this review. Initially, during a pilot search, search strategies covered 1990 to 2020. However, the majority of the search results (more than 80% of the search results and more than 88% of applicable search results) were from 2000 to 2020, which indicates the importance of mental health issue and increased awareness over the past two decades. Therefore, for the final search, papers from 2000 to 2020 were included.
Literatures included in this narrative review were primary research articles, review articles, systematic reviews, mini-reviews, opinion pieces, correspondence, clinical trials, and cases reports published in peer reviewed journals.
The narrative review was limited to developed and developing countries definition by the United Nations Department of Economic and Social Affairs [18]. Abstract and method sections of search results were screened to check the country of research.
Peer-reviewed articles published in English were only included in this narrative review.
The main reason for papers excluded from consideration after search results was that they focused on intervention and therapies associated with SAD. Other reasons for exclusion was that studies were conducted on a mixture of undergraduate and graduate students or focused solely only graduate students. Studies which focused on other types of mental disorders such as eating disorders but did not focus on SAD were excluded too. The conducted search did not exclude any gender or specific age category.
In this review, a robust and replicable search strategy was designed to identify appropriate articles by searching PubMed, MEDLINE via Ovid, and JSTOR electronic databases. These databases were selected because they encompass biopsychosocial papers published on SAD. The date chosen for this search was for articles published between 2000 to 2020 which covers the past two decades. Once key articles were identified, a search for citation of those papers was conducted, and the bibliography of those papers were further screened to identify potential articles which can be relevant.
To conduct searches in databases mentioned above, the following search terms were used: students stress, anxiety, depression risk factors, university stress, anxiety, depression risk factors, student mental health developed and developing countries, students stress, anxiety and depression developed and developing countries. The operation AND was used to connect stress, anxiety, depression, mental health, developed, developing, countries, students. The search for each term was conducted in all fields (title, abstract, full text, etc.).
The search results were exported into separate Excel and EndNote X8 files. Titles and abstracts from all articles were screened to determine their relevance to the topic of this review. Potentially relevant articles were fully read to establish their relevance. Each paper which was included according to the inclusion criteria described above was read fully. A word file was created to identify themes associated with SAD risk factors which is included in the Results. An initial search resulted in 1305 articles. The title and abstract of individual papers were read for relevance, resulting in 60 papers which were relevant for the research question asked in this review. All 60 papers were read completely, and from those, 19 were excluded based on the criteria mentioned before. Therefore, the total number of papers for consideration was 41. A flowchart explaining the procedure for identification, screening, eligibility, and inclusion of papers is shown in Figure 1.
Figure 2 provides a quantitative summary of the papers included in this narrative review. In terms of the distribution of the countries where the research was conducted, included papers were mainly articles which carried out studies in the USA (n = 17), followed by China and Canada (each n = 5), UK (n = 4), Japan (n = 3), Germany and Australia (each n = 2), South Korea, Hungary, Switzerland (each n =1) (Figure 2A). As for article types included in this review, original research articles, including quantitative and qualitative studies, which relied on obtaining data including cross-sectional studies, interviews, case-control studies, surveys, and questionnaire, were the highest (n = 37) followed by meta-analysis, literature and systematic reviews (Figure 2B). Another interesting observation was that although the search was carried out from 2000–2020, most papers were concentrated in the period from 2016 to 2020 (Figure 2C). This can be due to the reason that mental health is becoming more important over the past few years. Alternatively, a higher number of papers included from 2016 onward can be due to unintended selection bias. The smallest study covered in this narrative review was conducted on 19 students and the largest one on 153,635 students, adding up to 236,104 students, who were included in articles covered in this narrative review in total. Most studies on mental health, anxiety, and depression use standardised approaches such as patient-filled general health questionnaires, Pearling coping questionnaire, internally regulated surveys, BDI, DSM-IV symptomology, and general anxiety and burnout scales such as Maslach Burnout Inventory.
Following the search protocol shown in Figure 3, a list of included papers identified which can be found in the Table 1.
Authors (Year) | Article title | Year | Country | Article type | Sample size | Sample type | Primary results |
Armstrong and Young (2015) [63] | Mind the gap: Person-centred delivery of mental health information to post-secondary students | 2015 | Canada | Original research (survey) | 271 | Randomly selected university students | Social stigma and gender (being a male) is associated with a poorer mental health among university students. |
Bovier et al. (2004) [31] | Perceived stress, internal resources, and social support as determinants of mental health among young adults | 2004 | Switzerland | Original research (survey) | 1,257 | Randomly selected university students | A lack of social support, unfamiliarity with the subject studying, underlying mental health condition and physical problems before entering the university are associated with increased level of stress. |
Bradley [60] | Responding effectively to the mental health needs of international students | 2000 | UK | Original research (survey) | 429 | International students in the UK universities | Insufficient financial support, social isolation and academic pressure causes stress and anxiety among international students studying in the UK university. |
Brockelman (2000) [40] | The interrelationship of self-determination, mental illness, and grades among university students | 2009 | USA | Original research (survey) | 375 | Undergraduate students at American universities | Ethnic group, low grades, age and wrong expectations from university diminishes students' determination, causing them to develop stress and anxiety. |
Cai et al. (2015) [42] | Social Smoking and Mental Health Among Chinese Male College Students | 2017 | China | Original research (questionnaire) | 1,327 | Male university students in China | While tobacco smoking can increase social bonding among male Chinese students, it adversely affects mental health. |
Wanda and Carla (2013) [27] | Stress, depression, and anxiety among undergraduate nursing students | 2013 | Canada | Original research (cross-sectional study) | 882 | Nursing students in Canadian universities | Academic pressure, fear of obtaining poor grades, lack of social support, problems with university staff and teachers, wrong expectation from the university, unfamiliarity with the new environment are risk factors of SAD. |
Erschens et al. (2018) [64] | Professional burnout among medical students: Systematic literature review and meta-analysis | 2018 | Germany | Systematic literature review and Meta-analysis | N/A | N/A | High academic workload and career concerns are predictor for development of SAD. |
Fortney et al. (2016) [25] | Prevalence of probable mental disorders and help-seeking behaviors among veteran and non-veteran community college students | 2016 | USA | Original research (survey) | 765 | Veteran and non-veteran students in American community colleges | Underlying mental and physical conditions before entering the university are risk factors for mental disorders. Social stigma significantly increases the risk. |
Ghodasara et al. (2011) [28] | Assessing Student Mental Health at the Vanderbilt University School of Medicine | 2011 | USA | Original research (survey) | 330 | Second- and third-year medical students of Vanderbilt University | Having a family history of mental health increases the probability of depression during university years. Regular exercise can act as a protective factor against depression and anxiety. |
Goodwill and Zhou (2020) [16] | Association between perceived public stigma and suicidal behaviors among college students of color in the U.S. | 2020 | USA | Original research (cross-sectional study) | 153,635 | American college students | Being a member of ethnic and religious minority group and experiencing social stigma are risk factor for depression and suicide ideation. |
Hafen et al. (2006) [65] | Predictors of depression and anxiety in first-year veterinary students: a preliminary report | 2006 | USA | Original research (cross-sectional study) | 93 | First year Veterinary students | Homesickness, underlying physical condition and a lack of clear understanding of university expectations are among risk factors for anxiety and depression in Veterinary students in USA. |
Hefner and Eisenberg (2009) [50] | Social Support and Mental Health Among College Students | 2009 | USA | Original research (survey) | 1,378 | Public university students | Being an international student, belonging to an ethnic or religious minority group and a lower socioeconomic status cause social isolation followed by SAD formation. |
Hunt et al. (2010) [66] | Mental health problems and help-seeking behavior among college students | 2010 | USA | Literature review | N/A | N/A | Financial constraints, lack of social interaction, and concerns about adjusting to university life are associated with increased stress and anxiety among university students. |
Ishii et al. (2018) [33] | What kinds of factors affect the academic outcomes of university students with mental disorders? A retrospective study based on medical records | 2018 | Japan | Original research (retrospective survey) | 573 | Undergraduate students at Tsukuba University in Japan | Infrequent family visits, lack of social engagement, gender (being a female), fear of poor grades and underlying mental health conditions are risk factors of students SAD among students in a Japanese university. |
Jenkins et al. (2019) [46] | Exploring the implications of a self-care assignment to foster undergraduate nursing student mental health: Findings from a survey research study | 2019 | Canada | Original research (cross-sectional study) | 89 | Mixed university students in Canada | A lack of self-care and having an unhealthy lifestyle are risk factors for stress and anxiety among students. A lack of self-care can cause sense of guilt which can pose as another risk factor. |
Kawase et al. (2008) [24] | Variables associated with the need for support in mental health check-up of new undergraduate students | 2008 | Japan | Original research (questionnaire) | 8,287 | Freshman students at Tokyo university | Personality type (high neuroticism and low extraversion), social isolation, fear of obtaining poor grades, and insufficient mastery of the subject are among strong predictors of mental health problems in Japanese universities. |
Kitzrow (2003) [67] | The Mental Health Needs of Today's College Students: Challenges and Recommendations | 2003 | USA | Literature review | N/A | N/A | Increased workload and a lack of adequate counselling service cause mental health difficulties among students. |
Lee et al. (2012) [32] | Mental Health and Coping Strategies among Medical Students | 2012 | South Korea | Original research (self-reported survey) | 384 | Korean medical students | Academic workload, concerns about academic career, and studying in a non-native language (English) are major risk factors associated with stress and depression. Students in different years of studies have different mechanisms for demonstrating their depression and lack of self-esteem. |
Li et al. (2019) [57] | Sensitive Periods of Moving on Mental Health and Academic Performance Among University Students | 2019 | China | Original research (self-reported survey and questionnaire) | 3,753 | First year undergraduate students | Moving residence during childhood and loss of social network are associated with SAD problems in university life, especially among families with a lower socioeconomic status. |
Macaskill (2012) [30] | The mental health of university students in the United Kingdom | 2012 | UK | Original research (cross-sectional study | 1,197 | UK undergraduate students | While subject of studying is not associated with mental health states of students, the year of studying correlates with the level of stress and anxiety. |
Maser et al. (2019) [21] | Medical Student Psychological Distress and Mental Illness Relative to the General Population: A Canadian Cross-Sectional Survey | 2019 | Canada | Original research (cross-sectional survey) | 4,613 | 17 Canadian medical schools | Subject of study (medicine) and gender (being a female) are associated with an elevated of stress and suicide ideation releative to general population. |
McDougall et al. (2019) [54] | The Relationship Between Non-Consensual Sex and Risk of Depression in Female Undergraduates at Universities in Maritime Canada | 2019 | Canada | Original research (cross-sectional survey) | 6,939 | Female undergraduate students at Canadian universities | Sexual victimization of female undergraduate students significantly increases stress and anxiety, and if untreated, causes depression. |
Meng et al. (2011) [51] | Susceptibility genes, social environmental risk factors and their interactions in internalizing disorders among mainland Chinese undergraduates | 2011 | China | Original research (genetic case-control study) | 528 | Healthy and genetically diseased undergraduate students | A lack of support from family and society and loneliness are associated with internalizing mental health disorders leading to SAD. |
Michalec and Keyes (2013) [53] | A multidimensional perspective of the mental health of preclinical medical students | 2013 | USA | Original research (survey) | 237 | Pre-clinical medical students | Lack of social activity involvement is a risk factor for SAD. Students entering the university have different psychological needs that those graduating. |
Miller-Graff et al. (2015) [26] | Typologies of childhood exposure to violence: associations with college student mental health | 2015 | USA | Original research (online questionnaire) | 395 | American universities | Exposure to violence during childhood and mental health associated with it poorer mental health of students in university. |
Park et al. (2020) [61] | Understanding Students' Mental Well-Being Challenges on a University Campus: Interview Study | 2020 | USA | Original research (semi-structured interview) | 19 | Undergraduate students at a large American university | Social stigma associated with mental health discourages students from disclosing their mental health problems which can lead to SAD. |
Ratanasiripong (2018) [22] | Mental Health and Well-Being of University Students in Okinawa | 2018 | Japan | Original research (cross-sectional survey) | 441 | 3 Japanese universities | A lack of self-esteem, a lower socioeconomic background of the family and elevated academic workload are strong predictors of anxiety and stress among students. |
Rosenthal et al. (2018) [47] | Alcohol consequences, not quantity, predict major depression onset among first-year female college students | 2018 | USA | Original research (prospective longitudinal survey) | 412 | First year female college students | Alcohol consumption is a major risk factor for university students, especially for females. Other factors include sexual victimization and lower socioeconomic status. |
Scholz et al. (2016) [35] | Risk factors for mental disorders develop early in German students of dentistry | 2016 | Germany | Original research (survey) | 163 | Dentistry students in German universities | Academic workload and lack of engagement in social activities, especially during exam time, are risk factors of stress and anxiety. |
Sprung and Rogers (2020) [68] | Work-life balance as a predictor of college student anxiety and depression | 2020 | USA | Original research (cross-sectional survey) | 111 | Private American universities | A lack of balance between academic and social life causes formation of anxiety and depression among students in American universities. |
Stallman (2010) [34] | Psychological distress in university students: A comparison with general population data | 2010 | Australia | Original research (survey) | 6,479 | Undergraduate students from two large Australian universities | Financial difficulties, gender (being female), academic workload and year of study are predictors of stress. |
Sznitman et al. (2011) [58] | The neglected role of adolescent emotional well-being in national educational achievement: bridging the gap between education and mental health policies | 2011 | USA | Meta-analysis | N/A | N/A | Financial difficulties, especially during childhood, makes students more vulnerable to having mental health problems in university. |
Terebessy et al. (2016) [48] | Medical students' health behaviour and self-reported mental health status by their country of origin: a cross-sectional study | 2016 | Hungary | Original research (cross-sectional study) | 1,683 | Hungarian and non-Hungarian medical students studying in Hungary | A lack of sufficient physical activity is directly related to lower mental well-being among students. Increase in rigorous physical activity is associated with a better diet and a lower alcohol and tobacco consumption. |
Thomas et al. (2020) [56] | Student Loneliness: The Role of Social Media Through Life Transitions | 2020 | UK | Original research (survey) | 510 | First year undergraduate UK students | Loneliness and subsequently excessive social media usage are associated with SAD. |
Turner et al. (2007) [20] | Coventry university students' experience of mental health problems | 2007 | UK | Original research (questionnaire) | 527 | Coventry University undergraduate students | Being a member of ethnic minority increases mental health problem formation at university. Also, male students are less likely to seek help compared to females, which can exacerbate their mental health problems. |
Usher and Curran (2019) [37] | Predicting Australia's university students' mental health status | 2019 | Australia | Original research (cross-sectional study) | 2,326 | Australian universities | Gender, age, negative health behaviours, lower level of physical activity and poor social emotional wellbeing are risk factors associated with SAD. |
Vaughn et al. (2016) [59] | College student mental health and quality of workplace relationships | 2016 | USA | Original research (survey) | 170 | Part-time employed students | A lack of social support and problems with colleagues and peers in the working environment causes mental health problems among students. |
Whitton et al. (2013) [52] | Committed dating relationships and mental health among college students | 2012 | USA | Original research (survey) | 889 | Undergraduate students | A lack of sufficient social interaction and support network such as being in a committed relationship can damage mental health directly and indirectly (by increasing alcohol consumption). |
Yao et al. (2013) [55] | Freshman year mental health symptoms and level of adaptation as predictors of Internet addiction: a retrospective nested case-control study of male Chinese college students | 2013 | China | Original research (retrospective case-control study) | 977 | First year undergraduate students in North-western China University | Addiction to excessive and uncontrolled internet usage can cause stress, anxiety and depression among students. Prevalence of mental health problems was higher among first-year undergraduate students. |
Zeng et al. (2019) [39] | Prevalence of mental health problems among medical students in China: A meta-analysis | 2019 | China | Original research (cross-sectional study) | 30,817 | Chinese medical students | While age and gender are not risk factors, studying a difficult subject such as medicine can be a predictor of mental health problem in students. |
Zivin et al. (2009) [19] | Persistence of mental health problems and needs in a college student population | 2009 | USA | Original research (survey) | 2843 | Large American public universities | Social stigma associated with mental health acts as a risk factor for depression by prohibiting students from seeking help when under pressure. |
Literature showed that mental health problems are common phenomenon among students with a higher prevalence compared to the general public. For example, surveying more than 2800 students in five American large public universities demonstrated that more than half of them experienced anxiety and depression in their last year of studies [19]. Similarly, a survey of Coventry University undergraduate students in the UK showed that more than one-third of them had experienced mental health issues such as anxiety and depression over the past one year since they were surveyed [20]. In agreements with these results, Maser et al. [21] found that prevalence of mental health disorders including anxiety and depression was higher among medical students compared to the general non-student population of the same age. These studies demonstrated that the prevalence of SAD among students has remained higher than the average population over the past two decades.
SAD are not only prevalent among students, but also persistent. By conducting a follow-up survey study of students over two years, Zivin et al. [19] demonstrated that more than half of students retain their higher levels of anxiety and depression over time. This can be due to a lack of SAD treatment or persistence of existing risk factors over time.
SAD are multifactorial, complex psychological issues which can have underlying biopsychosocial reasons. Multiple risk factors which affect the formation of SAD among undergraduate university students in developed and developing countries were identified in this review. These factors can be categorized into multiple themes including psychological, academic, biological, lifestyle, social and financial. A summary of risk factors and their associated publications are shown in Table 2.
Risk Factors | Related Publications |
Psychological Factors | |
Low self-esteem and self-confidence | [22] |
Underlying mental health condition before entering the university | [25],[26],[31],[33] |
Personality type (high neuroticism and low extraversion) | [24] |
Loneliness | [24] |
Academic Factors | |
Fear of poor grades | [24],[27],[33],[34] |
Workload pressure | [21],[24],[27],[28],[32],[35],[64],[66],[67],[68] |
Exams and assessments | [35],[66] |
Wrong expectations from the university and course | [27],[28],[40] |
Negative relationship with teachers and staff | [27] |
Studying in a non-native language | [32] |
Lack of subject mastery | [24],[31] |
Year of study | [22],[30],[32] |
Guilt from making mistakes in workplace and assignments | [27] |
Entering a new environment for workplace | [27] |
Biological Factors | |
Underlying physical condition before entering university | [25],[26],[31],[33],[65] |
Gender | [20],[21],[28],[33],[34],[37],[63] |
Age | [37],[39],[40] |
Lifestyle Factors | |
Tobacco smoking, alcohol consumption, and drug abuse | [24],[28],[42],[46],[47] |
Lack of adequate physical activity | [27],[37],[48] |
Eating disorders | [28] |
Inadequate sleep | [28],[47] |
Social Factors | |
Lack of a supportive social network | [27],[37],[50],[51],[52],[57],[59],[67] |
Lack of social support from university | [31] |
Infrequent family visits | [33],[65] |
Lack of involvement in social activities | [33],[35],[37],[53],[57],[68] |
Internet addiction and excessive social media usage | [55],[56] |
Sexual victimization | [54] |
Belonging to a race or religion minority group | [16],[20],[40],[50] |
Social stigma associated with mental health | [16],[19],[25],[61],[63] |
Financial Factors | |
Lack of adequate financial support | [22],[50],[57],[60],[66] |
Low family income | [57] |
Childhood poverty | [58] |
Self-esteem, self-confidence, personality types, and loneliness can be associated with SAD among university students. Students who have a lower level of self-esteem are more susceptible to develop anxiety and depression [22]. Also, students with high neuroticism and low extraversion in five-factor personality inventory [23] are more likely to develop SAD during university years [24]. Other psychological factors such as feeling of loneliness plays important roles in increasing SAD risk factors [24]. Moving away from family and beginning an independent life can pose challenges for fresher students such as loneliness until they adjust to university life and expand their social network. Indeed, Kawase et al. [24] showed that students who live in other cities than their hometown for studying purposes are more likely to develop anxiety and depression.
Some students enter the university with underlying mental conditions, which can become exacerbated as they transition into the independent life at university. While depression is higher among university and college students compared to the general public, students with a history of mental health problems, such as post-traumatic stress disorder (PTSD), are more prone to development of anxiety and depression during their university lives compared to students who did not have such experience before starting their degrees [25]. Furthermore, exposure to violence in childhood either at the household or the community correlates with SAD formation later in life and at University [26]. Therefore, low self-esteem and self-confidence, having an underlying mental health condition before beginning the university, personality type (high neuroticism and low extravasation), and loneliness can increase the probability of SAD formation in students.
Multiple university-related academic stressors can lead to SAD among students. One of these factors which was strongly present in many studies evaluated in this review was the subject of the degree. Medical, nursing, and health-related students have a higher prevalence of depression and anxiety compared to their non-medical peers [24],[27]–[28]. Medical and nursing students who have both theoretical duties and patient-related work usually have the highest level of workload among university students, consequently deal more with anxiety and depression [27],[29]. In addition, students who major in psychology and philosophy, similar to nursing and medical students, are more likely to develop depression during their studies compared to others [24]. These studies did not identify whether students who have underlying mental health conditions are more likely to choose certain subjects such as philosophy, psychology, or subjects which lead to caring roles such as nursing and medicine. Because of the nature of their work, medical and nursing students who deal with people's health can experience depression and anxiety as a result of fears of making mistakes which can result in harming patients [27]. Students with practical components in their degree are required to travel to unfamiliar places for fieldwork and work experience which can add to their stress and anxiety [27].
Also, some prospective students, especially those who study nursing and medicine, usually do not have a clear understanding of the curriculum and workload associated with the subject before entering the university, therefore, they can face a state of disillusionment once they begin their studies at university [27]–[29]. It is worth mentioning that not all studies found a significant correlation between the subject of study and SAD development [30]. This can be explained by differences in sample type and size which results in variations existing in the amount of workload and curriculum in similar subjects taught in various universities in different countries.
Studying a higher degree can be a challenging task which requires mental effort. Mastery of the subject can negatively correlate with self-esteem, anxiety, and depression among university students with students who have a mastery of subject demonstrating a lower level of stress and anxiety [31]. Also, students who study in a non-native language report the highest level of anxiety and depression during their freshman years, and their stress levels decrease during the subsequent study years [32]. This can be explained by the fact that students who are studying in a foreign language usually are those who have migrated abroad, therefore, require some time to adjust to their new lives. Different studies showed that the level of anxiety and depression among both international and home students could correlate with the year of study with fresher students who enter the university and students at the final year of their studies experience the greatest amount of anxiety and depression with different risk factors [22],[32]. While fresher students experience SAD because of challenges in adjustments to university life, past negative family experience, social isolation and not having many friends, final year students report uncertainty about their future, prospective employment, university debt repayment and adjusting to the life after university as major risk factors for their SAD [22],[32]. Therefore, a shift in SAD risk factors themes are observed as students make a progress in their degrees.
Students spend a significant portion of their time at university being engaged with their academic activities, and unpleasant academic outcomes can influence their mental health. Receiving lower grades during the time of studies can negatively influence students' mental health, causing them to develop SAD [33],[34]. Academic performance during undergraduate studies can determine the degree classification, which can, subsequently, influence students' opportunities such as employment success rate or access to postgraduate courses [27]. Conversely, both the number of students with mental health problem symptoms and the severity of students' SAD increase during exam time [35], reflecting a direct relationship between academic pressure and students' mental health states. However, the causal relationship is not well-established; it is possible that depression and associated problems such as temporary memory loss and lack of concentration [36] are reasons for poor academic grades or inversely, students feel stressed leading to depression because of their poor performance in their exams. A mutual relationship can exist between grades and mental health, as having a poor mental health can reciprocally cause students to get lower grades [34], leading to a vicious cycle of mental health and academic performance. Interestingly, students' sense of social belonging and coherence to the university community was reduced during exam periods [35]. This can be explained by the reduced participation rate of students in university social activities and clubs as well as an increased sense of competition with their peers. Furthermore, students interact directly and indirectly with teachers, lecturers, tutors, and other staff; therefore, the relationship between students and academic staff can influence students' mental health. A negative and abusive relationship with teachers and mentors can be another factor causing SAD among undergraduate students [27].
On the other hand, being a part-time student is a protective factor for anxiety and depression, and part-time students have better mental health compared to students with full-time status [34]. This can be explained by financial securities which have a source of income can bring or because part-time students are usually older than full-time students [34], and therefore, more emotionally stable. In conclusion, risk factors increasing SAD among university students include high workload pressure, fear of poor performance in exams and assessments, wrong expectations from the course and university, insufficient mastery in the subject, year of study, and a negative relationship with academic staff.
Mental health can be influenced by ones' physical health. Presence of an underlying health condition or a chronic disease before entering the university can be a predictor of having SAD during university years [31],[33]. Students with physical and mental disabilities can be in a more disadvantaged position and do not fully participate in university life leading to SAD formation [33].
An association between gender and depressive disorders have been observed in several studies [21],[27],[34],[37]. Female students had a higher prevalence of SAD compared to male students. Interestingly, while female students demonstrated a higher level of SAD, the dropout rate of female students with a mental health problem from university was lower compared to their male counterparts [33]. On the other hand, while females are at a higher risk of developing depressive disorders, males with depressive disorders are less willing to seek professional help and ask for support due to the stigma attached to mental health [38], causing exacerbation of their problem over time [20].
Age can be another factor related to SAD. Younger students report a higher level of SAD compared to older students [34],[37]. However, other meta-analysis studies did not find a significant correlation between students' age and their mental health which can be due to sampling differences [39]. Some studies showed that while older undergraduate students have a higher determination to do well in the university [40], those who have family commitments are more prone to develop SAD during their degrees [27]. These discrepancies in findings can be explained by different sample sizes and types of studies which can be influenced by various confounding factors such as nationality, country of study, degree of studies, gender, and socioeconomic status. Similarly, a lack of correlation between depression prevalence and year of study is observed as some studies have reported a higher prevalence among earlier years of studies, while others have shown a higher prevalence among students as they move closer to the end of their studies [41]. These differences can be explained by different causes of depression in a different age; for example, while depression in younger adults can be due to changes in their environment and difficulties in adapting to a new life, older adults can have depression symptoms because of a lack of certainty for their future and employment. Nevertheless, differences exist between SAD risk factors associated with young and older students. Overall, biological risk factors affecting SAD include age of students, gender, and underlying physical conditions before entering the university.
Moving away from families and beginning a new life requires flexibility and adaptation to adjust to a new lifestyle. As most undergraduate students leave their family environment and enter a new life with their peers, friends, and classmates, their behaviour and lifestyle change too. Multiple lifestyle factors such as alcohol consumption, tobacco smoking, dietary habits, exercise, and drug abuse can affect SAD. Alcohol consumption is high among students with SAD [28]; a causal relationship was not been established in this study though.
Tobacco smoking is another risk factor associated with SAD which is common among students, especially students who study in Eastern developed and developing countries such as China, Japan and South Korea [24],[42]. Most students, especially male students, smoke because of social bonding and the rate of social smoking is directly correlated with SAD [24],[42]. Social smokers are less willing to quit smoking, and more likely to persist in their habit, resulting in long term negative physical and psychological health consequences [42]. Illegal substance abuse can be another factor important in SAD among young people [43]. Academic-related stress and social environment in university dormitories and student accommodations can encourage students to use illegal drugs, smoke tobacco and consume alcohol excessively as a coping mechanism, resulting in SAD [44]. Interestingly, students who perceived they had support from the university were feeling less stressed and were less at the risk of substance abuse [45], indicating the important role of social support in preventing and alleviating depression symptoms. This is of particular importance as a new social habit and behaviour adapted early during life can last for a long time. Furthermore, students who do not have a healthy lifestyle can feel guilt, which can worsen their SAD condition [46]. Interestingly, Rosenthal et al. [47] showed that negative behaviours resulting from alcohol consumption such as missing the next day class, careless behaviour and self-harm, verbal argument or physical fight, being involved in unwanted sexual behaviour, and personal regret and shame could be the main reasons for depression associated with drinking alcohol, rather than the amount of alcohol consumed.
In contrast, a moderate to vigorous level of physical activity can be a protective factor against developing SAD during university life [37],[48]. Students who have a perception of having inadequate time during their studies do not spend enough time for exercise and can develop SAD symptoms [27].
Another lifestyle-related risk fact associated with SAD is sleep. Many young people do not receive sufficient sleep, and sleep deprivation is a serious risk factor for low mood and depression [28],[47]. Self-reported high level of stress and sleep deprivation is common among American students [31],[49]. Insufficient sleep can act as a vicious cycle- academic stress can cause sleep deprivation, and insufficient sleep can cause stress due to poor academic performance since both sleep quality and quantity is associated with academic performance [28]. Overall, poor sleeping habit is associated with a decreased learning ability, increase in anxiety and stress, leading to depression.
Different negative lifestyle behaviours such as tobacco smoking, excessive alcohol consumption, unhealthy diet, lack of adequate physical activity, and insufficient sleep can increase the risk of SAD formation among university students.
Having a supportive social network can influence students' social and emotional wellbeing, and subsequently lower their probability of having anxiety and depression in university [27],[37],[50]. The quality of relationship with family and friends is important in developing SAD. Having a well-established and supportive relationship with family members can be a protective factor against SAD development, which, in turn, can affect the sense of students' fulfilment from their university life [27]. The frequency of family visits during university years negatively correlates with SAD development [33]. Family visits can be more challenging for international students who live far away from their families, therefore adding to existing problems of international students who live and study abroad.
In contrast, having a negative relationship with family members, especially parents, can cause SAD formation among students in university [51]. Similarly, having a strict family who posed restrictions on behaviours and activities during childhood can be a predictor of developing SAD during university years [51].
Also, it is shown that being in a committed relationship has a beneficial protective factor against developing depressive symptoms in female, but not male, students [52]. Interestingly, both male and female students who were in committed relationships reported a lower alcohol consumption compared to their peers who were not in committed relationships [52].
Involvement in social events such as participating in sporting events and engaging in club activities can be a protective factor for mental health [32],[37]. Assessing preclinical medical students' social, mental, and psychological wellbeing showed that while first year students demonstrate a decrease in their mental wellbeing during the academic year, they have an increase in their social wellbeing and social integration [53]. This can be explained by the time period required for fresher students who enter the university to adjust to the social environment, make new friends, and integrate into the social life of the university.
Access to social support from university is another factor which is negatively correlated with developing anxiety and depression [31]. It is worth mentioning that different universities provide different degrees of social support for students which can reflect on different anxiety and depression observed among students of different universities.
Importantly, sexual victimization during university life can be a predictor of depression. By surveying female Canadian undergraduate students, McDougall et al. [54] found that students who were sexually victimized and had non-consensual sex were at a higher chance of developing depression following their experience, emphasizing the importance of safeguarding mechanism for students at university campuses.
While the internet and social media can be great tools for maintaining a social relationship with classmates, pre-university friends and family members, it can have negative mental health effects. Excessive usage of social media and the internet during freshman year can be a predictor of developing SAD during the following years [55]. Students who have a higher dependence on the social media report a higher feeling of loneliness, which can result in SAD [56]. Students with internet addiction and excessive usage of social media are usually in first year of their degrees [55],[56] which can reflect a lack of adjustment to university life and forming a social network. Also, students who use social media more often have a lower level of self-esteem and prefer to recreate their sense of self [56], indicating an intertwined relationship between biopsychosocial factors in developing SAD among students.
Demographic status, ethnic and sexual minority groups including international Asian students, black and bisexual students were at an elevated risk of depression and suicidal behaviour [16],[50]. The frequency of mental health is usually more common among ethnic minorities. For example, Turner et al. [20] showed that ethnic minority students report a higher level of anxiety and depression compared to their white peers; however, they do not ask for help as much. Other studies supported these findings by showing that students from ethnic and religious minorities, regardless of their country of origin and country in which they study, have a higher prevalence of anxiety and depression compared to their peers [50]. Also, students' expectations from university can be different among ethnic minorities students, and most of them do not have a sufficient understanding of the services that university can provide for them [40].
Therefore, lack of support from family and university, adverse relationships with family, lack of engagement in social activities, sexual victimization, excessive social media usage, belonging to ethnic and religious minority groups, and stigma associated with the mental health are among risk factors for SAD in university students.
Students' family economic status can influence their mental health. A low family income and experiencing poverty can be predictors of SAD development during university years [22],[50],[57],[58]. A higher family income can even ameliorate negative psychological experiences during childhood, which can have long-term negative consequences on the mental health of students once they enter university [57]. Also, experiencing poverty during childhood can have negative long-term consequences on adults, leading to SAD development during university life [58].
Some students take up part-time job to partially fund their studies. Vaughn et al. [59] showed that relationship of employed students with their colleagues in the workplace could affect students' mental health; and those students who had a poor relationship with their colleagues had worse mental health. However, it is worth mentioning that a causal relationship was not established. It can be possible that students who have poor mental health cannot get along with their co-workers, resulting in an adverse working relationship.
Because of paying higher tuition fees and less access to scholarships and bursaries available, international students can have more financial problems, causing a higher degree of anxiety and depression compared to home students [60].
Lack of adequate financial support, low family income and poverty during childhood are risk factors of SAD in students of undergraduate courses in developed and developing countries.
While efforts have been put to reduce the stigma associated with receiving help for mental health problems, this still remains a challenge. For example, more than half of students who had SAD did not receive any help or treatment for their condition because of the stigma associated with mental health [19],[61]. This is not related to the awareness of the availability of mental health resources which was ruled out by authors, as most of the students who did not receive any help for their mental health problem were aware of available help and support to them [19].
Furthermore, the social stigma associated with receiving help for mental health problems was significantly associated with suicidal behaviour, acting as a preventive barrier to seek help (planning and attempt) [16]. Among students, those with a history of mental health problem such as veterans with PTSD are less likely to seek for help compared to non-veteran students [25], making them more susceptible to struggling with untreated mental health.
This review tried to identify and summarise risk factors associated with SAD in undergraduate students studying in developed and developing countries. The prevalence of SAD is high among undergraduate university students who study in developed and developing countries. Untreated SAD can lead to eating disorders, self-harm, suicide, social problems [28]. Similar to a complex society, differences exist among students leading to complicated risk factors causing SAD. Because different themes influencing SAD has been investigated as a distinct body of research by different literature, a concept map is created to demonstrate the relationship between various risk factors contributing to the development of SAD in undergraduate students in developed and developing countries. Figure 3 bridges risk factors concepts between different literature. For most students, entering university is a new step in their lives which is associated with certain challenges such as moving into independent accommodation, social identity, financial management, making decisions, and forming a social network. Different students have different needs depending on the stage of their degree, which needs to be fulfilled. For example, coping with a new university life style can be a challenging task for students who enter the university. This becomes more significant for students moving abroad for their studying who need to adapt to a new lifestyle, speak in a different language, and live away from their families. In agreement with this, different levels of anxiety and depression with different risk factors are observed among students as they progress in their degrees. On the other hand, students who are finishing their degrees can have SAD because of uncertainties about their future.
Students learn different modules in different degrees and have different abilities. Mastery of the subject can be a factor affecting students' sense of self-esteem, influencing their anxiety level and developing depressive symptoms. This partially can explain changes in risk factors observed as students' progress in their degrees. Final year students who adjust to the university environment and develop mastery in their subject can deal with academic pressure better compared to freshers who transform from secondary school life to university lifestyle.
Students can come with a varied and challenging background such as those who experienced household and domestic violence, sexual abuse, and child poverty which can make them susceptible to developing anxiety and depression once academic pressure is mounted. As universities are diverse environment which enrol students from different socioeconomic background and different cultures, universities need to identify risk factors for different students and have robust plans to tackle them to provide a fostering environment for future leaders of the society. Therefore, early mental health screening can help to identify those students who are at risk to provide them with special and additional mental health support. Students not only should be screened for their mental health state as they enter university, but also regular follow up check-ups should be conducted to monitor their conditions as they progress in their degrees to detect early signs of SAD.
University and academic staff can play a significant role in either exaggerating or ameliorating risk factors associated with anxiety and depression. While teachers and mentors can support students to cope with SAD, they can be a source of problem too by discriminating, bullying, and hampering students' progress.
Managing finance and expenses can be a challenging task for students who are stepping into an independent lifestyle and need to pay for their tuitions in addition to their maintenance fees. While some students have access to private funding, bursaries, and scholarships, other students receive loans which they need to pay back or have part-time jobs to meet their expenses. Students who work need to have a work-life balance and the time spent in their jobs can affect the quality of their education.
Fresher students try to establish their social network and might feel isolated, which can push them to excessive usage of social media to fill their social gap. While internet addiction and excessive usage of social media can have a negative impact on students' mental health, technology, such as mobile phone applications can be used in universities campuses to promote a healthier lifestyle and reducing risk factors among students. For example, many students refuse to receive face-to-face mental health counselling support during their anxiety and depression due to stigma associated with disclosure of mental health issues. Providing students with anonymized counselling services through mobile phone applications can be one way of delivering help to students at universities.
With the advent of social media platforms such as Facebook, Twitter, Instagram, TikTok, etc., more and more students rely on such networks for socialisation. While the internet and online platforms can have beneficial consequences for students, such as rapid access to a variety of online learning resources and keeping in contact with friends and families, excessive usage of social media and internet can have negative consequences on students' academic performance. A poor mental health state at the beginning of university life is a predictor of internet addiction later during the degree. Heavy reliance on the internet can be a coping mechanism for students with anxiety and depression to overcome their mental health problems.
As governments and educational bodies in developed and developing countries are emphasising recruitment of ethnic minority students to university to increase the range of equality and diversity among students, it is important to consider the mental health of those students in the university as well. Students in minority groups such as black, international Chinese and bisexual student report a higher level of anxiety and depression compared to other non-minority group students. This can be due to either pre-existing conditions which student experience before entering the university, and can be exacerbated during the university, or can be because of problems which can develop during university life.
Also, more mental health support is available in universities as the number of university students is increasing, and there is a better understanding of the importance of mental health in academia; however, the stigma associated with mental health has not changed proportionately.
While research and understanding of mental health have changed significantly over the past two decades and many more articles are present, risk factors associated with SAD remain unchanged.
One caveat with studies of mental health among student is that most studies have been conducted among medical and nursing students and neglected non-medical students. One potential explanation for the tendency to conduct depression surveys among medical students is the higher response rate as medical students are more willing to fill out the questionnaires and surveys. It is understandable that students studying medical subjects, who directly interact with the public and treating them once they enter the healthcare profession should have a reasonably sound mental health to be able to conduct their duties, but it does not justify neglecting the mental health of other students. Therefore, more research on mental health and risk factors associated with SAD of non-medical students is required in the future.
Another caveat with most mental health studies is that they are based on self-reports and surveys. Different people can have different perception and understanding of mental health and anxiety, and many confounding factors can influence the response of participants in the time of participation. Furthermore, students with severe mental health conditions are less likely to participate in any activity including surveys and questionnaires, leading to a non-response bias.
Another area which requires improvement in future studies of mental health is the categorisation of different types of depression and their severity. Depression and anxiety are a spectrum which can comprise of minor and major symptoms; however, most studies did not specify the scale of depression in their findings. Furthermore, while various risk factors were identified, a causal relationship between mental health and behaviours were not established.
While counselling services provided by universities in Western countries such as the UK and USA have increased over the past few years [62], it is still not clear how effective such services are; therefore, more research is required to assess the effectiveness of counselling services at universities.
Therefore, a better understanding of the aetiology, associated factors is required for an effective intervention to reduce the disease incidence and prevalence among students in the population and providing them with a fostering environment to achieve their potential.
University undergraduate students are at a higher risk of developing SAD in developed and developing countries. Promoting the mental health of students is an important issue which should be addressed in the education and healthcare systems of developed and developing countries. Since students entering university are from different socioeconomic background, screening should be carried out early as students.
A personalized approach is required to assess mental health of different students. In addition, a majority of mental health risk factors can be related to the academic environment. A personalised, student-centred approach to include needs and requirements of different students from different background can help students to foster their talent to reach their full potential. Furthermore, more training should be provided for teaching and university staff to help students identify risk factors, and provide appropriate treatment.
Despite all the efforts over the past two decades to destigmatise mental health, the stigma associated with mental health is still a significant barrier for students, especially male students and students from ethnic and religious minorities to seek help for SAD treatment. Universities need to continue to destigmatise mental health in university campuses to enable students to receive more in campus support by providing designated time for positive metal health activities such as group exercise, physical activities, and counselling services. There is no shortage of athletic and group activities in form of clubs and social classes in most universities in developed and developing countries; however, more incentives such as athletic bursaries and prizes should be provided to students to encourage their participation in such activities which can act as protective factors against SAD development. Therefore, universities need to allocate more resources for sporting and social activities which can impact the mental health of students. Furthermore, an increase in mental health problems in universities has created a huge burden on university counselling services to meet the demands of students. More novel approaches, such as online counselling services can help universities to meet those increased demands.
Students in different years of studies deal with different risk factors from the time that they enter the university until they graduate, therefore, different coping strategies are required for students at different levels. Universities should be aware of these risk factors and implement measures to minimise those factors while providing mental health treatments to students.
Future studies are required to investigate long-term effects of experiencing SAD on students. A longitudinal study with a large randomly recruited sample size (different age, sex, degree of study, – socioeconomic status, etc.) is required to address how students' mental health change from entering the university until they graduate. Also, more extended follow up studies can be included to address the effect of depression and poor mental health on people's lives after they graduate from the university.
[1] |
Pedrelli P, Nyer M, Yeung A, et al. (2015) College Students: Mental Health Problems and Treatment Considerations. Acad Psychiatry 39: 503-511. doi: 10.1007/s40596-014-0205-9
![]() |
[2] |
Mayer FB, Santos IS, Silveira PSP, et al. (2016) Factors associated to depression and anxiety in medical students: a multicenter study. BMC Med Educ 16: 282-282. doi: 10.1186/s12909-016-0791-1
![]() |
[3] |
Ibrahim AK, Kelly SJ, Adams CE, et al. (2013) A systematic review of studies of depression prevalence in university students. J Psychiatr Res 47: 391-400. doi: 10.1016/j.jpsychires.2012.11.015
![]() |
[4] | Mkize LP, Nonkelela NF, Mkize DL (1998) Prevalence of depression in a university population. Curationis 21: 32-37. |
[5] |
Ivandic I, Kamenov K, Rojas D, et al. (2017) Determinants of Work Performance in Workers with Depression and Anxiety: A Cross-Sectional Study. Int J Environ Res Public Health 14: 466. doi: 10.3390/ijerph14050466
![]() |
[6] |
Ribeiro ÍJS, Pereira R, Freire IV, et al. (2018) Stress and Quality of Life Among University Students: A Systematic Literature Review. Health Professions Educ 4: 70-77. doi: 10.1016/j.hpe.2017.03.002
![]() |
[7] |
Ip EJ, Nguyen K, Shah BM, et al. (2016) Motivations and Predictors of Cheating in Pharmacy School. Am J Pharm Educ 80: 133-133. doi: 10.5688/ajpe808133
![]() |
[8] |
January J, Madhombiro M, Chipamaunga S, et al. (2018) Prevalence of depression and anxiety among undergraduate university students in low- and middle-income countries: a systematic review protocol. Syst Rev 7: 57. doi: 10.1186/s13643-018-0723-8
![]() |
[9] | Whitton SW, Whisman MA (2010) Relationship satisfaction instability and depression US: American Psychological Association, 791-794. |
[10] |
Jackson-Koku G (2016) Beck Depression Inventory. Occup Med 66: 174-175. doi: 10.1093/occmed/kqv087
![]() |
[11] |
Ayuso-Mateos JL, Vázquez-Barquero JL, Dowrick C, et al. (2001) Depressive disorders in Europe: prevalence figures from the ODIN study. Brit J Psychiat 179: 308-316. doi: 10.1192/bjp.179.4.308
![]() |
[12] | Gonzalez O, Berry J, McKnight-Eily LR, et al. (2010) Current Depression Among Adults—United States, 2006 and 2008. MMWR Morb Mortal Wkly Rep 59: 1229-1235. |
[13] | Dyrbye LN, Thomas MR, Shanafelt TD (2005) Medical student distress: causes, consequences, and proposed solutions Mayo Clinic proceedings, Elsevier, 1613-1622. |
[14] |
Blanco C, Okuda M, Wright C, et al. (2008) Mental health of college students and their non-college-attending peers: results from the National Epidemiologic Study on Alcohol and Related Conditions. Arch Gen Psychiat 65: 1429-1437. doi: 10.1001/archpsyc.65.12.1429
![]() |
[15] |
Miron O, Yu KH, Wilf-Miron R, et al. (2019) Suicide Rates Among Adolescents and Young Adults in the United States, 2000–2017. JAMA 321: 2362-2364. doi: 10.1001/jama.2019.5054
![]() |
[16] |
Goodwill JR, Zhou S (2020) Association between perceived public stigma and suicidal behaviors among college students of color in the U.S.. J Affect Disord 262: 1-7. doi: 10.1016/j.jad.2019.10.019
![]() |
[17] |
Fergusson DM, Boden JM, Horwood LJ (2007) Recurrence of major depression in adolescence and early adulthood, and later mental health, educational and economic outcomes. Brit J Psychiat 191: 335-342. doi: 10.1192/bjp.bp.107.036079
![]() |
[18] | UN DESA, United Nations Department of Economic and Social Affairs UN DESA, United Nations Department Of Economic And Social Affairs (2019) .Available from: https://www.un.org/development/desa/en/>. |
[19] |
Zivin K, Eisenberg D, Gollust SE, et al. (2009) Persistence of mental health problems and needs in a college student population. J Affect Disord 117: 180-185. doi: 10.1016/j.jad.2009.01.001
![]() |
[20] |
Turner AP, Hammond CL, Gilchrist M, et al. (2007) Coventry university students' experience of mental health problems. Couns Psychol Q 20: 247-252. doi: 10.1080/09515070701570451
![]() |
[21] |
Maser B, Danilewitz M, Guérin E, et al. (2019) Medical Student Psychological Distress and Mental Illness Relative to the General Population: A Canadian Cross-Sectional Survey. Acad Med 94. doi: 10.1097/ACM.0000000000002958
![]() |
[22] |
Ratanasiripong P, China T, Toyama S (2018) Mental Health and Well-Being of University Students in Okinawa. Educ Res Int 2018: 4231836. doi: 10.1155/2018/4231836
![]() |
[23] |
McCrae RR, John OP (1992) An introduction to the five-factor model and its applications. J Pers 60: 175-215. doi: 10.1111/j.1467-6494.1992.tb00970.x
![]() |
[24] |
Kawase E, Hashimoto K, Sakamoto H, et al. (2008) Variables associated with the need for support in mental health check-up of new undergraduate students. Psychiat Clin Neurosci 62: 98-102. doi: 10.1111/j.1440-1819.2007.01781.x
![]() |
[25] |
Fortney JC, Curran GM, Hunt JB, et al. (2016) Prevalence of probable mental disorders and help-seeking behaviors among veteran and non-veteran community college students. Gen Hosp Psychiat 38: 99-104. doi: 10.1016/j.genhosppsych.2015.09.007
![]() |
[26] |
Miller-Graff LE, Howell KH, Martinez-Torteya C, et al. (2015) Typologies of Childhood Exposure to Violence: Associations With College Student Mental Health. J Am Coll Health 63: 539-549. doi: 10.1080/07448481.2015.1057145
![]() |
[27] |
Wanda MC, Carla S (2013) Stress, Depression, and Anxiety among Undergraduate Nursing Students. Int J Nurs Educ Scholarship 10: 255-266. doi: 10.1515/ijnes-2012-0032
![]() |
[28] |
Ghodasara SL, Davidson MA, Reich MS, et al. (2011) Assessing Student Mental Health at the Vanderbilt University School of Medicine. Acad Med 86. doi: 10.1097/ACM.0b013e3181ffb056
![]() |
[29] |
Fares J, Al Tabosh H, Saadeddin Z, et al. (2016) Stress, Burnout and Coping Strategies in Preclinical Medical Students. North Am J Med Sci 8: 75-81. doi: 10.4103/1947-2714.177299
![]() |
[30] |
Macaskill A (2013) The mental health of university students in the United Kingdom. Brit J Guid Couns 41: 426-441. doi: 10.1080/03069885.2012.743110
![]() |
[31] |
Bovier PA, Chamot E, Perneger TV (2004) Perceived stress, internal resources, and social support as determinants of mental health among young adults. Qual Life Res 13: 161-170. doi: 10.1023/B:QURE.0000015288.43768.e4
![]() |
[32] |
Lee Kh, Ko Y, Kang Kh, et al. (2012) Mental Health and Coping Strategies among Medical Students. Korean J Med Educ 24: 55-63. doi: 10.3946/kjme.2012.24.1.55
![]() |
[33] |
Ishii T, Tachikawa H, Shiratori Y, et al. (2018) What kinds of factors affect the academic outcomes of university students with mental disorders? A retrospective study based on medical records. Asian J Psychiat 32: 67-72. doi: 10.1016/j.ajp.2017.11.017
![]() |
[34] |
Stallman HM (2010) Psychological distress in university students: A comparison with general population data. Aust Psychol 45: 249-257. doi: 10.1080/00050067.2010.482109
![]() |
[35] |
Scholz M, Neumann C, Ropohl A, et al. (2016) Risk factors for mental disorders develop early in German students of dentistry. Ann Anat Anat Anz 208: 204-207. doi: 10.1016/j.aanat.2016.06.004
![]() |
[36] |
Schweizer S, Kievit RA, Emery T, et al. (2018) Symptoms of depression in a large healthy population cohort are related to subjective memory complaints and memory performance in negative contexts. Psychol Med 48: 104-114. doi: 10.1017/S0033291717001519
![]() |
[37] |
Usher W, Curran C (2017) Predicting Australia's university students' mental health status. Health Promot Int 34: 312-322. doi: 10.1093/heapro/dax091
![]() |
[38] |
Call JB, Shafer K (2018) Gendered Manifestations of Depression and Help Seeking Among Men. Am J Mens Health 12: 41-51. doi: 10.1177/1557988315623993
![]() |
[39] |
Zeng W, Chen R, Wang X, et al. (2019) Prevalence of mental health problems among medical students in China: A meta-analysis. Medicine 98: e15337-e15337. doi: 10.1097/MD.0000000000015337
![]() |
[40] |
Brockelman KF (2009) The interrelationship of self-determination, mental illness, and grades among university students. J Coll Student Dev 50: 271-286. doi: 10.1353/csd.0.0068
![]() |
[41] |
Roberts SJ, Glod CA, Kim R, et al. (2010) Relationships between aggression, depression, and alcohol, tobacco: Implications for healthcare providers in student health. J Am Acad Nurse Pract 22: 369-375. doi: 10.1111/j.1745-7599.2010.00521.x
![]() |
[42] |
Cai L, Xu F, Cheng Q, et al. (2015) Social Smoking and Mental Health Among Chinese Male College Students. Am J Health Promot 31: 226-231. doi: 10.4278/ajhp.141001-QUAN-494
![]() |
[43] | Tountas Y, Dimitrakaki C (2006) Health education for youth. Pediat Endocrinol Rev P 3: 222-225. |
[44] |
Tavolacci MP, Ladner J, Grigioni S, et al. (2013) Prevalence and association of perceived stress, substance use and behavioral addictions: a cross-sectional study among university students in France, 2009–2011. BMC Public Health 13: 724. doi: 10.1186/1471-2458-13-724
![]() |
[45] |
Boulton M, O'Connell KA (2017) Nursing Students' Perceived Faculty Support, Stress, and Substance Misuse. J Nurs Educ 56: 404-411. doi: 10.3928/01484834-20170619-04
![]() |
[46] |
Jenkins EK, Slemon A, O'Flynn-Magee K, et al. (2019) Exploring the implications of a self-care assignment to foster undergraduate nursing student mental health: Findings from a survey research study. Nurs Educ Today 81: 13-18. doi: 10.1016/j.nedt.2019.06.009
![]() |
[47] |
Rosenthal SR, Clark MA, Marshall BDL, et al. (2018) Alcohol consequences, not quantity, predict major depression onset among first-year female college students. Addict Behav 85: 70-76. doi: 10.1016/j.addbeh.2018.05.021
![]() |
[48] |
Terebessy A, Czeglédi E, Balla BC, et al. (2016) Medical students' health behaviour and self-reported mental health status by their country of origin: a cross-sectional study. BMC Psychiat 16: 171. doi: 10.1186/s12888-016-0884-8
![]() |
[49] |
Wallace DD, Boynton MH, Lytle LA (2017) Multilevel analysis exploring the links between stress, depression, and sleep problems among two-year college students. J Am Coll Health 65: 187-196. doi: 10.1080/07448481.2016.1269111
![]() |
[50] |
Hefner J, Eisenberg D (2009) Social support and mental health among college students. Am J Orthopsychiat 79: 491-499. doi: 10.1037/a0016918
![]() |
[51] |
Meng X, Kou C, Shi J, et al. (2011) Susceptibility genes, social environmental risk factors and their interactions in internalizing disorders among mainland Chinese undergraduates. J Affect Disord 132: 254-259. doi: 10.1016/j.jad.2011.01.005
![]() |
[52] |
Whitton SW, Weitbrecht EM, Kuryluk AD, et al. (2013) Committed Dating Relationships and Mental Health Among College Students. J Am Coll Health 61: 176-183. doi: 10.1080/07448481.2013.773903
![]() |
[53] |
Michalec B, Keyes CLM (2013) A multidimensional perspective of the mental health of preclinical medical students. Psychol Health Med 18: 89-97. doi: 10.1080/13548506.2012.687825
![]() |
[54] |
McDougall EE, Langille DB, Steenbeek AA, et al. (2016) The Relationship Between Non-Consensual Sex and Risk of Depression in Female Undergraduates at Universities in Maritime Canada. J Interpers Violence 34: 4597-4619. doi: 10.1177/0886260516675468
![]() |
[55] |
Yao B, Han W, Zeng L, et al. (2013) Freshman year mental health symptoms and level of adaptation as predictors of Internet addiction: a retrospective nested case-control study of male Chinese college students. Psychiat Res 210: 541-547. doi: 10.1016/j.psychres.2013.07.023
![]() |
[56] |
Thomas L, Orme E, Kerrigan F (2020) Student Loneliness: The Role of Social Media Through Life Transitions. Comput Educ 146: 103754. doi: 10.1016/j.compedu.2019.103754
![]() |
[57] |
Li M, Li WQ, Li LMW (2019) Sensitive Periods of Moving on Mental Health and Academic Performance Among University Students. Front Psychol 10: 1289. doi: 10.3389/fpsyg.2019.01289
![]() |
[58] |
Sznitman SR, Reisel L, Romer D (2011) The Neglected Role of Adolescent Emotional Well-Being in National Educational Achievement: Bridging the Gap Between Education and Mental Health Policies. J Adolesc Health 48: 135-142. doi: 10.1016/j.jadohealth.2010.06.013
![]() |
[59] |
Vaughn AA, Drake RR, Haydock S (2016) College student mental health and quality of workplace relationships. J Am Coll Health 64: 26-37. doi: 10.1080/07448481.2015.1064126
![]() |
[60] |
Bradley G (2000) Responding effectively to the mental health needs of international students. High Educ 39: 417-433. doi: 10.1023/A:1003938714191
![]() |
[61] |
Park SY, Andalibi N, Zou Y, et al. (2020) Understanding Students' Mental Well-Being Challenges on a University Campus: Interview Study. JMIR Form Res 4: e15962. doi: 10.2196/15962
![]() |
[62] |
Brown JSL (2018) Student mental health: some answers and more questions. J Ment Health 27: 193-196. doi: 10.1080/09638237.2018.1470319
![]() |
[63] |
Armstrong LL, Young K (2015) Mind the gap: Person-centred delivery of mental health information to post-secondary students. Psychosoc Interv 24: 83-87. doi: 10.1016/j.psi.2015.05.002
![]() |
[64] |
Erschens R, Keifenheim KE, Herrmann-Werner A, et al. (2019) Professional burnout among medical students: Systematic literature review and meta-analysis. Med Teach 41: 172-183. doi: 10.1080/0142159X.2018.1457213
![]() |
[65] |
Hafen M, Reisbig AMJ, White MB, et al. (2006) Predictors of Depression and Anxiety in First-Year Veterinary Students: A Preliminary Report. J Vet Med Educ 33: 432-440. doi: 10.3138/jvme.33.3.432
![]() |
[66] |
Hunt J, Eisenberg D (2010) Mental Health Problems and Help-Seeking Behavior Among College Students. J Adolesc Health 46: 3-10. doi: 10.1016/j.jadohealth.2009.08.008
![]() |
[67] |
Kitzrow MA (2003) The Mental Health Needs of Today's College Students: Challenges and Recommendations. NASPA J 41: 167-181. doi: 10.2202/0027-6014.1310
![]() |
[68] |
Sprung JM, Rogers A (2020) Work-life balance as a predictor of college student anxiety and depression. J Am Coll Health 1-8. doi: 10.1080/07448481.2019.1706540
![]() |
1. | Jiyoung Yoon, Eunjung Hur, An Exploratory Study of Factors That Affect Psychological Well-Being of 4-Year College Freshmen in South Korea, 2021, 13, 2071-1050, 5230, 10.3390/su13095230 | |
2. | Gabrijela Vrdoljak, Ana Kurtović, Ana Babić Čikeš, Marina Hirnstein, Gender and educational stage moderate the effects of developmental assets on risk behaviours in youth, 2023, 28, 0267-3843, 10.1080/02673843.2023.2183872 | |
3. | Andreia Vieira, Paula Sousa, Alexandra Moura, Lara Lopes, Cristiane Silva, Nicola Robinson, Jorge Machado, António Moreira, The Effect of Auriculotherapy on Situational Anxiety Trigged by Examinations: A Randomized Pilot Trial, 2022, 10, 2227-9032, 1816, 10.3390/healthcare10101816 | |
4. | Thanh Xuan Tran, Thi Thuy Tien Vo, Chen Ho, From Academic Resilience to Academic Burnout among International University Students during the Post-COVID-19 New Normal: An Empirical Study in Taiwan, 2023, 13, 2076-328X, 206, 10.3390/bs13030206 | |
5. | María Buenadicha-Mateos, María Isabel Sánchez-Hernández, Óscar Rodrigo González-López, Analysis of the Emotional Exhaustion Derived From Techno-Stress in the Next Generation of Qualified Employees, 2022, 13, 1664-1078, 10.3389/fpsyg.2022.792606 | |
6. | Pierpaolo Limone, Giusi Antonia Toto, Factors That Predispose Undergraduates to Mental Issues: A Cumulative Literature Review for Future Research Perspectives, 2022, 10, 2296-2565, 10.3389/fpubh.2022.831349 | |
7. | Britany Princella Sanchez Soncco, Víctor Santiago Viguria Condori, Estrés académico durante la pandemia por COVID-19 en estudiantes de enfermería de una Universidad Privada, 2021., 2022, 2, 2789-2506, 3, 10.53684/csp.v2i1.35 | |
8. | Qinliang Ning, Junyan Shi, Psychological adaptation level optimization to attain the goal of sustainable education, 2022, 0090-4392, 10.1002/jcop.22942 | |
9. | Takemune Fukuie, Koshiro Inoue, Akihiko Yamaguchi, Lifestyle Elements for Improving Mental and Physical Health in Japanese University Students: Subjective Sleep Quality is a Common Key Factor, 2023, 1559-8276, 155982762311565, 10.1177/15598276231156546 | |
10. | Jian Zhao, Elaine Chapman, Stephen Houghton, Key Predictive Factors in the Mental Health of Chinese University Students at Home and Abroad, 2022, 19, 1660-4601, 16103, 10.3390/ijerph192316103 | |
11. | Shefali Liyanage, Kiran Saqib, Amber Fozia Khan, Tijhiana Rose Thobani, Wang-Choi Tang, Cameron B. Chiarot, Bara’ Abdallah AlShurman, Zahid Ahmad Butt, Prevalence of Anxiety in University Students during the COVID-19 Pandemic: A Systematic Review, 2021, 19, 1660-4601, 62, 10.3390/ijerph19010062 | |
12. | Beata Gavurova, Samer Khouri, Viera Ivankova, Martin Rigelsky, Tawfik Mudarri, Internet Addiction, Symptoms of Anxiety, Depressive Symptoms, Stress Among Higher Education Students During the COVID-19 Pandemic, 2022, 10, 2296-2565, 10.3389/fpubh.2022.893845 | |
13. | Aldana Sol Grinhauz, Sergio Héctor Azzara, Susana Azzollini, Can Character Strengths Predict College Adjustment? A Study Carried Out in Nursing Students in the Argentine Republic, 2022, 2358-1883, 10.1007/s43076-022-00215-1 | |
14. | Beata Gavurova, Viera Ivankova, Martin Rigelsky, Tawfik Mudarri, Michal Miovsky, Somatic Symptoms, Anxiety, and Depression Among College Students in the Czech Republic and Slovakia: A Cross-Sectional Study, 2022, 10, 2296-2565, 10.3389/fpubh.2022.859107 | |
15. | Keren Nitzan, Matthew O. Parker, Alon Shamir, Gang Chen, Ravid Doron, Editorial: The burden of stress and depression – new insight into faster and efficient treatment, 2022, 16, 1662-5153, 10.3389/fnbeh.2022.998307 | |
16. | Siew Chein Teo, Anthonysamy Lilian, Ah Choo Koo, Examining the effects of academic motivation and online learning on Malaysian tertiary students’ psychological well-being and perceived learning performance, 2023, 10, 2331-186X, 10.1080/2331186X.2023.2186025 | |
17. | Merita Shala, Pranvera Jetishi Çollaku, Coping Strategies, Anxiety and Mental Health Among Female Undergraduate Students in Kosova, 2022, 8, 23940913, 19, 10.35940/ijmh.I1488.058922 | |
18. | Shaun Liverpool, Mohammed Moinuddin, Supritha Aithal, Michael Owen, Katie Bracegirdle, Meggie Caravotta, Rachel Walker, Ciaran Murphy, Vicky Karkou, Chung-Ying Lin, Mental health and wellbeing of further and higher education students returning to face-to-face learning after Covid-19 restrictions, 2023, 18, 1932-6203, e0280689, 10.1371/journal.pone.0280689 | |
19. | Saliha YURTÇİÇEK EREN, Ömer YILDIRIM, Fatih ŞAHİN, INVESTIGATION OF DEPRESSION, ANXIETY AND STRESS LEVELS OF FRESHMAN AT VOCATIONAL SCHOOL OF HEALTH BASED ON VARIOUS VARIABLES, 2022, 6, 2619-9475, 1187, 10.47525/ulasbid.1176721 | |
20. | Emma Davies, John Read, Mark Shevlin, The impact of adverse childhood experiences and recent life events on anxiety and quality of life in university students, 2022, 84, 0018-1560, 211, 10.1007/s10734-021-00774-9 | |
21. | Yu Wang, Shuo Zhang, Xiaogang Liu, Hongye Shi, Xuyang Deng, Differences in central symptoms of anxiety and depression between college students with different academic performance: A network analysis, 2023, 14, 1664-1078, 10.3389/fpsyg.2023.1071936 | |
22. | Nay Chi Nway, Supapak Phetrasuwan, Wimolnun Putdivarnichapong, Nopporn Vongsirimas, Factors contributing to depressive symptoms among undergraduate nursing students: A cross-sectional study, 2023, 68, 14715953, 103587, 10.1016/j.nepr.2023.103587 | |
23. | Mohammad Mofatteh, Mohammad Sadegh Mashayekhi, Saman Arfaie, Yimin Chen, Kasra Hendi, Angela Tian Hui Kwan, Faraz Honarvar, Arad Solgi, Xuxing Liao, Keyoumars Ashkan, Stress, Anxiety, and Depression Associated With Awake Craniotomy: A Systematic Review, 2023, 92, 0148-396X, 225, 10.1227/neu.0000000000002224 | |
24. | Zhaohui Su, Dean McDonnell, Junaid Ahmad, Ali Cheshmehzangi, Disaster preparedness in healthcare professionals amid COVID-19 and beyond: A systematic review of randomized controlled trials, 2023, 14715953, 103583, 10.1016/j.nepr.2023.103583 | |
25. | Kacper Witek, Karolina Wydra, Małgorzata Filip, A High-Sugar Diet Consumption, Metabolism and Health Impacts with a Focus on the Development of Substance Use Disorder: A Narrative Review, 2022, 14, 2072-6643, 2940, 10.3390/nu14142940 | |
26. | Sabine Polujanski, Thomas Rotthoff, Ulrike Nett, Ann-Kathrin Schindler, First-year Medical Students’ Varying Vulnerability to Developing Depressive Symptoms and Its Predictors: a Latent Profile Analysis, 2023, 1042-9670, 10.1007/s40596-023-01757-x | |
27. | Nguyen Thi Thang, Dao Thi Dieu Linh, Ta Nhat Anh, Nguyen Thị Phuong, Nguyen Duc Giang, Nguyen Xuan Long, Dao Thi Cam Nhung, Khuong Quynh Long, Severe Symptoms of Mental Disorders Among Students Majoring in Foreign Languages in Vietnam: A Cross-Sectional Study, 2022, 10, 2296-2565, 10.3389/fpubh.2022.855607 | |
28. | Xuyang Deng, Tiantong Mu, Yu Wang, Yuqi Xie, The Application of Human Figure Drawing as a Supplementary Tool for Depression Screening, 2022, 13, 1664-1078, 10.3389/fpsyg.2022.865206 | |
29. | Susan M. McNaughton, Brenda Flood, Jane Morgan, Enablers and barriers of first-year common semesters and semester-long courses aimed at interprofessional collaborative practice capability development: A scoping review, 2022, 1356-1820, 1, 10.1080/13561820.2022.2080192 | |
30. | Mohammad Mofatteh, Neurosurgery and artificial intelligence, 2021, 8, 2373-7972, 477, 10.3934/Neuroscience.2021025 | |
31. | Daniel Mayo, Benjamin Le, Perceived discrimination and mental health in college students: A serial indirect effects model of mentoring support and academic self-concept, 2021, 0744-8481, 1, 10.1080/07448481.2021.1924725 | |
32. | Wei Shan Cheong, Karunanithy Degeras, Khairul Rizuan Suliman, Mohan Selvaraju, Kavitha Subramaniam, The prevalence of depression among students in higher education institution: a repeated cross-sectional study, 2022, 21, 1746-5729, 331, 10.1108/JPMH-12-2021-0152 | |
33. | Alireza Salmani, Jahangir Maghsoudi, Bahareh Yousefi, Seyed Reza Mousavi, Relationship Between Stress and Anxiety Regarding COVID-19 with Some Individual-Familial Characteristics Among First-Semester Students, 2023, 12, 2322-3758, 10.5812/jjcdc-133066 | |
34. | Hakima El Madani, Ibtissam El Harch, Nabil Tachfouti, Samira El Fakir, Rachid Aalouane, Mohamed Berraho, Estrés psicológico y sus factores relacionados entre estudiantes de enfermería marroquíes: un estudio transversal, 2023, 11308621, 10.1016/j.enfcli.2022.11.004 | |
35. | Irtiqa Ahmed, Cassie M. Hazell, Bethany Edwards, Cris Glazebrook, E. Bethan Davies, A systematic review and meta-analysis of studies exploring prevalence of non-specific anxiety in undergraduate university students, 2023, 23, 1471-244X, 10.1186/s12888-023-04645-8 | |
36. | Mohammad Mofatteh, Mohammad Sadegh Mashayekhi, Saman Arfaie, Yimin Chen, Armaan K. Malhotra, Georgios P. Skandalakis, Mohammed Ali Alvi, Fardad T. Afshari, Shakila Meshkat, Famu Lin, Ebtesam Abdulla, Ayush Anand, Xuxing Liao, Roger S. McIntyre, Carlo Santaguida, Michael H. Weber, Michael G. Fehlings, Anxiety and Depression in Pediatric-Onset Traumatic Spinal Cord Injury: A Systematic Review, 2024, 184, 18788750, 267, 10.1016/j.wneu.2023.12.092 | |
37. | Evans Musonda, Petro Petlovanyi, Anatolii Tsarkov, Crecious Phiri, Gabriel Mpundu, Erick Musala Kunda, Rhoda Kunda, Fabian Lungu, Nathan Kamanga, The Psychological Impact and Associated Factors of the COVID-19 Pandemic on Health Care Providers at Chainama Psychiatry Hospital, Lusaka, Zambia, 2023, 5, 2593-8339, 11, 10.24018/ejmed.2023.5.4.1771 | |
38. | Alessandro Carollo, Sonia De Marzo, Gianluca Esposito, Parental care and overprotection predict worry and anxiety symptoms in emerging adult students, 2024, 248, 00016918, 104398, 10.1016/j.actpsy.2024.104398 | |
39. | Maria Cristina Yaselga Antamba, Johanna Paola Sanmartin Sanmartin, Sophya Natalia Peñafiel Limaico, Mariam Susana Zapata Chacón, Stalin Vladimir Robles Collahuazo, Bienestar mental y desempeño académico: una relación directa, 2024, 3, 2773-7640, 113, 10.69583/inndev.v3n1.2024.95 | |
40. | Xinyi Wei, Huiling Zhou, Qiaoyi Zheng, Lei Ren, Niya Chen, Pengcheng Wang, Chang Liu, Longitudinal Interactions between Problematic Internet Gaming and Symptoms of Depression Among University Students: Differentiating Anhedonia and Depressed Mood, 2025, 160, 03064603, 108184, 10.1016/j.addbeh.2024.108184 | |
41. | Tianqing He, Wei Huang, Automatic identification of depressive symptoms in college students: an application of deep learning-based CNN (Convolutional Neural Network), 2024, 9, 2444-8656, 10.2478/amns-2024-2435 | |
42. | Yinghua Wang, An interactive online educational environment to reduce anxiety, improve emotional well-being, and critical thinking for college students, 2024, 248, 00016918, 104347, 10.1016/j.actpsy.2024.104347 | |
43. | Sumita Sharma, Lipilekha Patnaik, Trilochan Sahu, Effect of lifestyle interventions to reduce depression, anxiety and stress among married women of reproductive age group: A non-randomised controlled trial in urban slums of Bhubaneswar, 2023, 12, 2277-9531, 10.4103/jehp.jehp_1149_22 | |
44. | Ramin Shiraly, Ashrafalsadat Roshanfekr, Abdolrahim Asadollahi, Mark D. Griffiths, Psychological distress, social media use, and academic performance of medical students: the mediating role of coping style, 2024, 24, 1472-6920, 10.1186/s12909-024-05988-w | |
45. | Edward W. Ansah, Mawuli Adabla, Norgbedzie Jerry, Eric A. Aloko, John E. Hagan, Investigating sedentariness and health status of primary school teachers in Ghana, 2023, 23, 1472-6963, 10.1186/s12913-023-09925-3 | |
46. | Alaa Abd-alrazaq, Mohannad Alajlani, Reham Ahmad, Rawan AlSaad, Sarah Aziz, Arfan Ahmed, Mohammed Alsahli, Rafat Damseh, Javaid Sheikh, The Performance of Wearable AI in Detecting Stress Among Students: Systematic Review and Meta-Analysis, 2024, 26, 1438-8871, e52622, 10.2196/52622 | |
47. | Mugambikai Magendiran, Geeta Appannah, Nor Aishah Emi, Yit Siew Chin, Zalilah Mohd Shariff, Azriyanti Anuar Zaini, Nurainul Hana Shamsuddin, Subapriya Suppiah, Suraini Mohamad Saini, Subashini C. Thambiah, Siew Mooi Ching, Prospective associations between an empirically derived dietary pattern and life satisfaction in Malaysian adolescents, 2024, 21, 1743-7075, 10.1186/s12986-024-00832-w | |
48. | He Bingge, Ooi Boon Keat, Investigating the impact of stressors on stress level among the chinese’s students: the moderating role of chinese painting experience, 2024, 3, 2953-4860, 10.56294/sctconf2024.1242 | |
49. | Vanessa Ferraz Leite, Moisés Kogien, Margani Cadore Weis Maia, Marina Nolli Bittencourt, Larissa de Almeida Rézio, Samira Reschetti Marcon, Indicadores de sofrimento emocional e atenção plena em estudantes universitários: estudo transversal, 2024, 77, 1984-0446, 10.1590/0034-7167-2023-0499pt | |
50. | Eugene K. M. Darteh, Jerry Paul K. Ninnoni, Joshua Okyere, Florie Darteh, Johannes John-Langba, Kwamena Sekyi Dickson, Perceived discrimination, anxiety and mood disorders among university students during the COVID-19 era: evidence from a cross-sectional survey in a Ghanaian public university, 2024, 14, 1664-1078, 10.3389/fpsyg.2023.1274585 | |
51. | Andrea L. Tanner, Jane R. von Gaudecker, Janice M. Buelow, Ukamaka M. Oruche, Wendy R. Miller, Adolescents' Perceptions of Functional Seizure Self-Management Strategies, Facilitators, and Barriers in the School Environment, 2023, 61, 0279-3695, 19, 10.3928/02793695-20230424-04 | |
52. | Edwin Gustavo Estrada-Araoz, Guido Raúl Larico-Uchamaco, Jair Emerson Ferreyros-Yucra, Silvia María Revilla-Mendoza, José Octavio Ruiz-Tejada, Assessment of predictors of satisfaction with life in pre-service teacher education students, 2024, 4, 2796-9711, 834, 10.56294/saludcyt2024834 | |
53. | Hayder Mahjoubi, Ahlem Mtiraoui, Manel Mallouli, Chakib Zedini, Jaafar Nakhli, Discrimination, Heterosexism and Perceived Stress Among Young LGBT Tunisians: Unveiling the Moderation Effects of Self-Esteem, 2024, 36, 1931-7611, 636, 10.1080/19317611.2024.2399119 | |
54. | Feras Jirjees, Mohanad Odeh, Anfal Al-Haddad, Raneem Ass’ad, Yousra Hassanin, Hala Al-Obaidi, Zelal Kharaba, Yassen Alfoteih, Karem H. Alzoubi, Test anxiety and coping strategies among university students an exploratory study in the UAE, 2024, 14, 2045-2322, 10.1038/s41598-024-59739-4 | |
55. | Linet Imbosa Muhati-Nyakundi, 2024, Chapter 7, 978-3-031-72519-7, 103, 10.1007/978-3-031-72520-3_7 | |
56. | Tyler L. Renshaw, Jacqueline R. Anderson, Erik J. Reinbergs, Caleb D. Farley, Breanna King, Ashley Taylor, Validating an Internalizing Psychopathology Screener for Use with College Students, 2024, 0748-1756, 1, 10.1080/07481756.2024.2422123 | |
57. | Rolien Terblanche, Dorcas Khumalo, The impact of biophilic design in university study areas on students' productivity, 2024, 2631-6862, 10.1108/ARCH-10-2023-0288 | |
58. | Ebtihag O. Alenzi, Shahad Khalid A. Bedaiwi, Rahma Hamayun, Abdulaziz Salamah T. Alanazi, Manal S. Fawzy, Key modifiable risk factors for self-medication among university students: An observational study, 2024, 15, 26672766, 100483, 10.1016/j.rcsop.2024.100483 | |
59. | Raissa Dwifandra Putri, Laila Indra Lestari, Syabiilah Azzahroh, ''There is a Rainbow After The Rain'': The Role of Hope in Increasing Resilience Among Students of Universitas Negeri Malang, 2024, 2518-668X, 10.18502/kss.v9i30.17518 | |
60. | Qi-Yue Zhang, Min-Cheol Kim, Mona Chang, The impact of SNS and Covid-19-related stress of Chinese students in Korea based on the transaction theory of stress and coping, 2024, 10, 24058440, e24111, 10.1016/j.heliyon.2024.e24111 | |
61. | Bahareh Afsharnejad, Ben Milbourn, Cherylee Brown, Rhonda Clifford, Kitty‐Rose Foley, Alexandra Logan, Stephan Lund, Tawanda Machingura, Tomomi McAuliffe, Beth Mozolic‐Staunton, Nicole Sharp, Maya Hayden‐Evans, Ellie Baker Young, Melissa Black, Frank Zimmermann, Viktor Kacic, Sven Bölte, Sonya Girdler, Understanding the utility of “Talk‐to‐Me” an online suicide prevention program for Australian university students, 2023, 53, 0363-0234, 725, 10.1111/sltb.12978 | |
62. | Kazuto Hishida, Maya Yanase, Yu Sakagami, Why do students who have mental health issues decide to study abroad? Qualitative research on mental health issues as a push factor for international students in Japan, 2024, 103, 01471767, 102069, 10.1016/j.ijintrel.2024.102069 | |
63. | Stipe Vidović, Slavica Kotromanović, Zenon Pogorelić, Depression, Anxiety, and Stress Symptoms Among Students in Croatia During the COVID-19 Pandemic: A Systematic Review, 2024, 13, 2077-0383, 6240, 10.3390/jcm13206240 | |
64. | Mary McNaughton-Cassill, Stella Lopez, Aaron Cassill, What If the Faculty Are Not Alright? Burnout and Compassion Fatigue in Higher Education, 2023, 55, 0009-1383, 23, 10.1080/00091383.2023.2235250 | |
65. | Anita Maharani, Dewi Tamara, The occupational stress and work-life balance on turnover intentions with job satisfaction as mediating, 2024, 22, 2071-078X, 10.4102/sajhrm.v22i0.2369 | |
66. | Sarah Caimano, Albert Malkin, Patricia Monroy, Denise Horoky, Jina J. Y. Kum, A Scoping Review of Acceptance and Commitment Therapy in Higher Education, 2024, 74, 0033-2933, 101, 10.1007/s40732-024-00586-0 | |
67. | Soheila Zakizadeh, Alireza Heidari, Behnam Makvandi, Parviz Asgari, Relationship of depression symptoms with emotional maturity and dysfunctional attitudes in married students: The mediating role of emotional divorce, 2024, 26, 2717-0071, 61, 10.34172/jsums.876 | |
68. | Nur Dini Kamilia Norazizi, Muhammad Asyraf Che Amat, Nor Hafizah Mohammad Hanafi, Firman Firman, Syahrul Nizam Salam, Influence of Depression and Loneliness on Suicidal Behaviour Among Public University Students in Malaysia, 2024, 32, 2231-8534, 55, 10.47836/pjssh.32.S3.04 | |
69. | Fayyaz Qureshi, Sarwar Khawaja, Katarina Sokić, Mirjana Pejić Bach, Maja Meško, Exploring Intrinsic Motivation and Mental Well-Being in Private Higher Educational Systems: A Cross-Sectional Study, 2024, 12, 2079-8954, 281, 10.3390/systems12080281 | |
70. | Nik Daliana Nik Farid, Nuraini Aziz, Muhammad Yazid Jalaludin, Hazreen Abdul Majid, A Longitudinal Study of Psychological Distress Among Youth in Peninsular Malaysia and Associated Factors, 2024, 36, 1010-5395, 628, 10.1177/10105395241273106 | |
71. | Angela Bielefeldt, 2024, Case Study: Civil Engineering Student Mental Health and Watching Football?, 10.18260/1-2--48446 | |
72. | Hakima El Madani, Ibtissam El Harch, Nabil Tachfouti, Samira El Fakir, Rachid Aalouane, Mohamed Berraho, Psychological stress and its related factors among Moroccan nursing students: A cross-sectional study, 2023, 33, 24451479, 205, 10.1016/j.enfcle.2023.02.001 | |
73. | Shuaib Abolakale Muhammed, Tosin Emmanuel Akinduyo, Habeebat Olaitan Adebayo, Nancy Phyllis Makhosazane Mabaso, Help-Seeking Attitude of Nigerian Undergraduates Toward Mental Health Issues, 2024, 6, 2656-1050, 10.51214/002024061014000 | |
74. | Lu Li, Xin Ma, Xiangping Liu, Zijian Yao, Linpu Feng, Long Huang, The association between helicopter parenting and college freshmen’s depression: Insights from a cross-sectional study, 2024, 43, 1046-1310, 19446, 10.1007/s12144-024-05770-7 | |
75. | Amani Safwat ElBarazi, Farah Mohamed, Maram Mabrok, Ahmed Adel, Ahmed Abouelkheir, Rana Ayman, Maram Mustfa, Mohamed Elmosallamy, Raneem Yasser, Fatima Mohamed, Efficiency of assertiveness training on the stress, anxiety, and depression levels of college students (Randomized control trial), 2024, 13, 2277-9531, 10.4103/jehp.jehp_264_23 | |
76. | Shea E. Ferguson, Jackie A. Nelson, Melissa C. Duffy, Stress and Mental Health: Social-Emotional Protective Factors by Gender and First-Generation College Student Status, 2024, 2836-7138, 1, 10.1080/28367138.2024.2393394 | |
77. | Eda Açıkgöz Atay, Nermin Olgun, Zehra Boztepe, Determining the Level of Depression Stigma of University Students: A Descriptive Study, 2024, 3, 2822-6445, 35, 10.59312/ebshealth.1462815 | |
78. | Shkurti Enkelejda, Shtiza Diamant, Health Behaviors of Albanian Students at the University of Medicine During the Coronavirus Disease 2019 Pandemic, 2023, 24, 1735-1391, 10.5812/semj-137263 | |
79. | Xiaobing Xian, Tengfei Niu, Yu Zhang, Xilin Zhou, Xinxin Wang, Xin Du, Linhan Qu, Binyi Mao, Ying He, Xiyu Chen, Mengliang Ye, The relationship between appearance anxiety and depression among students in a medical university in China: a serial multiple mediation model, 2024, 12, 2167-8359, e17090, 10.7717/peerj.17090 | |
80. | Elisa Delvecchio, Giulia Cenci, Adriana Lis, Jian-Bin Li, Alexander T. Vazsonyi, Sofya Nartova-Bochaver, Magdalena Zadworna, Claudia Mazzeschi, Anxiety and Stress among American, Chinese, Italian, and Russian Emerging Adults: Does Uncertainty Avoidance Matter?, 2023, 11, 2227-9032, 3101, 10.3390/healthcare11243101 | |
81. | Asma Alshanqiti, Ohood Alharbi, Dana Ismaeel, Leen Abuanq, Social Media Usage and Academic Performance Among Medical Students in Medina, Saudi Arabia, 2023, Volume 14, 1179-7258, 1401, 10.2147/AMEP.S434150 | |
82. | Guwani Liyanage, D. P. R. W. Rajapakshe, D. R. Wijayaratna, J. A. I. P. Jayakody, K. A. M. C. Gunaratne, A. M. A. D. K. Alagiyawanna, Md Nazmul Huda, Psychological distress and sleep quality among Sri Lankan medical students during an economic crisis, 2024, 19, 1932-6203, e0304338, 10.1371/journal.pone.0304338 | |
83. | Mohammad Mofatteh, Mohammad Sadegh Mashayekhi, Saman Arfaie, Yimin Chen, Armaan K Malhotra, Mohammed Ali Alvi, Nicholas Sader, Violet Antonick, Mostafa Fatehi Hassanabad, Alireza Mansouri, Sunit Das, Xuxing Liao, Roger S McIntyre, Rolando Del Maestro, Gustavo Turecki, Aaron A Cohen-Gadol, Gelareh Zadeh, Keyoumars Ashkan, Suicidal ideation and attempts in brain tumor patients and survivors: A systematic review, 2023, 5, 2632-2498, 10.1093/noajnl/vdad058 | |
84. | Malakeh Z. Malak, Ahmed.H. Shuhaiber, Ahmed Alsswey, Anwar Tarawneh, Social support as the mediator for the relationship between internet gaming disorder and psychological problems among university students, 2023, 164, 00223956, 243, 10.1016/j.jpsychires.2023.06.007 | |
85. | Lizy Sonia Benjamin, Kawther Eltayeb Ahmed Mohammed, Test anxiety and academic performance: A correlational study among nursing college students, 2023, 2, 2827-8100, 173, 10.55048/jpns80 | |
86. | Alfredo Daza, Nemias Saboya, Jorge Isaac Necochea-Chamorro, Karoline Zavaleta Ramos, Yesenia del Rosario Vásquez Valencia, Systematic review of machine learning techniques to predict anxiety and stress in college students, 2023, 43, 23529148, 101391, 10.1016/j.imu.2023.101391 | |
87. | Yuenan Jin, Zhaowu Yu, Gaoyuan Yang, Xihan Yao, Mingming Hu, R.P. Remme, P.M. van Bodegom, Joeri Morpurgo, Yunfeng Huang, Jingyi Wang, Shenghui Cui, Quantifying physiological health efficiency and benefit threshold of greenspace exposure in typical urban landscapes, 2024, 362, 02697491, 124726, 10.1016/j.envpol.2024.124726 | |
88. | Hina Illyas, Rehana Mushtaq, Sadia Saleem, Eating Problems in Young Adults: The Role of Unbalanced Family Cohesion and Difficulties in Emotion Regulation, 2024, 1066-4807, 10.1177/10664807241289144 | |
89. | Folake Olubukola Asejeje, Olalekan Bukunmi Ogunro, Deciphering the mechanisms, biochemistry, physiology, and social habits in the process of aging, 2024, 1, 29503078, 100003, 10.1016/j.aggp.2023.100003 | |
90. | Othman A. Alfuqaha, Uday M. Al-masarwah, Randa I. Farah, Jehad A. Yasin, Leen A. Alkuttob, Nour I. Muslieh, Mouath Hammouri, Afnan E. Jawabreh, Duaa A. Aladwan, Randah O. Barakat, Nida’a H. Alshubbak, The Impact of Turkey and Syria Earthquakes on University Students: Posttraumatic Stress Disorder Symptoms, Meaning in Life, and Social Support, 2023, 13, 2076-328X, 587, 10.3390/bs13070587 | |
91. | Ofra Walter, Jonathan Kasler, Surekha Routray, 2024, Chapter 4, 978-981-97-5048-1, 55, 10.1007/978-981-97-5049-8_4 | |
92. | Jimmy Nelson Paricahua-Peralta, Edwin Gustavo Estrada-Araoz, Lesy Berly León-Hancco, Basilide Avilés-Puma, Cesar Elias Roque-Guizada, Percy Amilcar Zevallos-Pollito, Libertad Velasquez-Giersch, Alhi Jordan Herrera-Osorio, Dany Dorian Isuiza-Perez, Assessment the mental health of university students in the Peruvian Amazon: A cross-sectional study, 2024, 4, 2796-9711, 879, 10.56294/saludcyt2024879 | |
93. | Niliarys Sifre, Rianna Deringer, Lukkamol Prapkree, Cristina Palacios, Disordered Eating Attitudes and Their Association with Age, BMI, Stress, and Diet in College Students, 2024, 21, 1660-4601, 766, 10.3390/ijerph21060766 | |
94. | Fareeda Abo-Rass, Anwar Khatib, Sarah Abu-Kaf, Ora Nakash, Association between mental health literacy and formal help-seeking behaviors among students from the Palestinian-Arab minority in Israel, 2024, 53, 08839417, 158, 10.1016/j.apnu.2024.10.018 | |
95. | Dauda Salihu, Muhammad Chutiyami, Umar Muhammad Bello, Surajo Kamilu Sulaiman, Kabiru Kasamu Dawa, Annie Hepworth, Khadijat Kofoworola Adeleye, Mowanes Majed Alruwaili, A meta-review of systematic reviews on the effectiveness of music therapy on depression, stress, anxiety and cognitive function in adult's with dementia or cognitive impairment, 2024, 60, 01974572, 348, 10.1016/j.gerinurse.2024.09.014 | |
96. | Neda Mahdieh, Farzaneh Hooman, Saeed Bakhtiarpour, Parviz Asgari, The Mediatory Role of Stress in the Structural Relationship of Mindfulness and Self-construal with the Academic Performance of Medical Students, 2023, In Press, 1735-3998, 10.5812/jme-138327 | |
97. | Dominik Havsteen-Franklin, Jasmine Cooper, Shafeena Anas, Developing a logic model to support creative education and wellbeing in higher education, 2023, 10, 2331-186X, 10.1080/2331186X.2023.2214877 | |
98. | Yu Jin, Shicun Xu, Zhixian Shao, Xianyu Luo, Yinzhe Wang, Yi Yu, Yuanyuan Wang, Discovery of depression-associated factors among childhood trauma victims from a large sample size: Using machine learning and network analysis, 2024, 345, 01650327, 300, 10.1016/j.jad.2023.10.101 | |
99. | А. V. Petrov, М. М. Petrova, D. S. Kaskaeva, N. А. Shnayder, SCREENING OF ANXIETY AND DEPRESSIVE DISORDERS IN MEDICAL STUDENTS, 2024, 1998-6173, 81, 10.52485/19986173_2024_1_81 | |
100. | Ayşin Çetinkaya Büyükbodur, Ayşegül Kılıçlı, Murat Genç, Ümmet Erkan, Capacity to Striving for Goals and Coping with Earthquake Stress in University Students After the Kahramanmaraş Earthquakes, 2024, 21, 2791-9862, 300, 10.26466/opusjsr.1529740 | |
101. | Marouf Noorzai, Shafiq Ahmad Joya, Rovaisa Mohseni, Aziz-ur-Rahman Niazi, Staying Active, Minding Health: Does Exercise Influence Depression and Anxiety in Herat University's Education Students?, 2024, 03, 2957997X, 47, 10.70436/nuijb.v3i02.322 | |
102. | Dean M. Rockwell, Sasha Y. Kimel, A systematic review of first-generation college students’ mental health, 2023, 0744-8481, 1, 10.1080/07448481.2023.2225633 | |
103. | Mohai Menul Biswas, Kailas Chandra Das, Illias Sheikh, Psychological implications of unemployment among higher educated migrant youth in Kolkata City, India, 2024, 14, 2045-2322, 10.1038/s41598-024-60958-y | |
104. | Junqiang Dong, Jianyong Chen, Yong Li, Xiaofang Huang, Xing Rong, Liang Chen, Relationship Between Freshmen’s Psychological Health and Family Economic Status in Chinese Universities: A Latent Profile Analysis, 2023, Volume 16, 1179-1578, 3489, 10.2147/PRBM.S424798 | |
105. | Kate Molloy, Clare Thomson, 2023, 18, 978-1-80511-127-6, 397, 10.11647/obp.0363.17 | |
106. | Ghazaleh Bahrami, Noushin Mohammadifard, Fahimeh Haghighatdoost, Ali Emamjomeh, Farid Najafi, Hossein Farshidi, Masoud Lotfizadeh, Tooba Kazemi, Sania Shafiei, Hamidreza Roohafza, Mohammadreza Sabri, Nizal Sarrafzadegan, The association between soft drinks consumption and risk of mental disorders among Iranian adults: The LIPOKAP study, 2024, 363, 01650327, 8, 10.1016/j.jad.2024.07.033 | |
107. | Hacer Yalniz Dilcen, Yeliz Çakır Koçak, Güleser Ada, Feyza Demir Bozkurt, Hanifi Dülger, Determinants of Psychosocial Health Status in Pregnant and Postpartum Women Experiencing Earthquake in Turkey, 2024, 18, 1935-7893, 10.1017/dmp.2024.11 | |
108. | Ninuk Hariyani, Tantry Maulina, Rahul Nair, The Association between Dental Pain and Psychological Symptoms: Evidence from a Population-Based Study in Indonesia, 2024, 18, 1305-7456, 563, 10.1055/s-0043-1774320 | |
109. | Takemune Fukuie, Koshiro Inoue, Akihiko Yamaguchi, Lifestyle and well-being of university students in Japan: a cross-sectional study, 2024, 1, 2997-9196, 10.20935/MHealthWellB7327 | |
110. | Tyler Prochnow, Jeong-Hui Park, Megan S. Patterson, Intramural sports social networks and implications for college student physical activity, sense of community, and retention, 2023, 0744-8481, 1, 10.1080/07448481.2023.2239367 | |
111. | Neda Shooshtari, Rezvan Homaei, Fariba Hafezi, Roles of Family Functioning and Cognitive Failure in Predicting High-risk Behaviors Among Students with a History of Learning Disability, 2024, 12, 2252-0465, 10.5812/ermsj-145881 | |
112. | Ian Marie Atasha Serrano, Anne Marie Nicole Cuyugan, Krischel Cruz, Jan Mae Ann Mahusay, Rowalt Alibudbud, Sociodemographic characteristics, social support, and family history as factors of depression, anxiety, and stress among young adult senior high school students in metro Manila, Philippines, during the COVID-19 pandemic, 2023, 14, 1664-0640, 10.3389/fpsyt.2023.1225035 | |
113. | Meghan Owenz, Laura Cruz, Addressing Student Test Anxiety through Universal Design for Learning Alternative Assessments, 2023, 8756-7555, 1, 10.1080/87567555.2023.2245945 | |
114. | Sarah J. Chavez, Nicole A. Hall, Mary M. Tomkins, Angelo M. DiBello, Clayton Neighbors, Kate B. Carey, Perceived belonging on campus predicts depression among heavy drinkers: A test of three moderators, 2023, 0744-8481, 1, 10.1080/07448481.2023.2266037 | |
115. | Mario Marendić, Diana Aranza, Ivan Aranza, Silvija Vladislavić, Ivana Kolčić, Differences between Health and Non-Health Science Students in Lifestyle Habits, Perceived Stress and Psychological Well-Being: A Cross-Sectional Study, 2024, 16, 2072-6643, 620, 10.3390/nu16050620 | |
116. | Mohammad Hassan Novin, Saba Shokri, Fatemeh Eslamdoust-Siahestalkhi, Ali Pourramzani, Frequency of Smoking, Alcohol Consumption, and Substance Use in Relation to General Health Indicators in Guilan University of Medical Sciences, 2023, 15, 2008-4633, 266, 10.34172/ahj.2023.1432 | |
117. | Samer O. Alalalmeh, Omar E. Hegazi, Moyad Shahwan, Nageeb Hassan, Ghala Rashid Humaid Alnuaimi, Raghd F. Alaila, Ammar Jairoun, Yomna Tariq Hamdi, Mina Thamer Abdullah, Roaa Mohammed Abdullah, Samer H. Zyoud, Assessing mental health among students in the UAE: A cross-sectional study utilizing the DASS-21 scale, 2024, 32, 13190164, 101987, 10.1016/j.jsps.2024.101987 | |
118. | Sandra Constanza Cañón Buitrago, Juan Manuel Pérez Agudelo, Mariela Narváez Marín, Olga Lucia Montoya Hurtado, Gloria Isabel Bermúdez Jaimes, Predictive model of suicide risk in Colombian university students: quantitative analysis of associated factors, 2024, 15, 1664-0640, 10.3389/fpsyt.2024.1291299 | |
119. | Xinkai Zhang, Zhaobo Dou, Fengying Yang, Lin Luo, Jie Yang, Exploring the relationship between sleep patterns and depression among Chinese middle school students: a focus on sleep quality vs. sleep duration, 2024, 12, 2296-2565, 10.3389/fpubh.2024.1383884 | |
120. | Ailin Anto, Rafey Omar Asif, Arunima Basu, Dylan Kanapathipillai, Haadi Salam, Rania Selim, Jahed Zaman, Andreas Benedikt Eisingerich, Exploring the Impact of Social Media on Anxiety Among University Students in the United Kingdom: Qualitative Study, 2023, 7, 2561-326X, e43037, 10.2196/43037 | |
121. | Maureen Tang, Tamara Galoyan, Shannon Capps, 2023, Board 34: Work in Progress: Simple, Scalable Interventions to Address Academic and Mental-Health Barriers in Engineering Undergraduates, 10.18260/1-2--42956 | |
122. | Vinciya Pandian, Manoranjitham Sathiyaseelan, Angela Chang Chiu, Vinitha Ravindran, Karan Kverno, Sheela Durai, Patty Wilson, Alice Sony, Tamar Rodney, Katherine Rediger, Ida Nirmal, Bala Seetharaman, Natalie G. Regier, Helen Sujatha Charles, Maria Docal, Jason Farley, Vathsala Sadan, Nancy R. Reynolds, Leveraging a Global Partnership to Address COVID‐19‐Related Mental Health Challenges, 2024, 1351-0126, 10.1111/jpm.13115 | |
123. | Nizamettin Burak Avcı, Betül Çiçek Çınar, The correlation between self-reported sleep quality, anxiety levels, and balance confidence among university students, 2024, 54, 0081-2463, 210, 10.1177/00812463241241309 | |
124. | Jiao Chen, 2024, Student Mental Health Risk Prediction Based on Apriori Algorithm in the Context of Big Data, 979-8-3503-9563-1, 615, 10.1109/EDPEE61724.2024.00120 | |
125. | Nkopodi Nkopodi, Maria Jakovljevic, Patricia Photo, Criteria for enhancing student wellbeing in STEM classrooms: ICT and indigenous knowledge in South African higher education, 2024, 3, 2731-5525, 10.1007/s44217-024-00251-2 | |
126. | Ana María González-Martín, Agustín Aibar-Almazán, Yulieth Rivas-Campo, Yolanda Castellote-Caballero, María del Carmen Carcelén-Fraile, Mindfulness to improve the mental health of university students. A systematic review and meta-analysis, 2023, 11, 2296-2565, 10.3389/fpubh.2023.1284632 | |
127. | Bistara Nobel, Susanti Susanti, Satriya Pranata, Mustamu Cherry, The acceptance and commitment therapy (ACT) reduce stress in patients with type 2 diabetes mellitus, 2023, 54, 2490-3329, 329, 10.5937/scriptamed54-45794 | |
128. | Yusen Zhai, Yixin Zhang, Zhicong Chu, Baocheng Geng, Mahmood Almaawali, Russell Fulmer, Yung‐Wei Dennis Lin, Zhaopu Xu, Aubrey D. Daniels, Yanhong Liu, Qu Chen, Xue Du, Machine learning predictive models to guide prevention and intervention allocation for anxiety and depressive disorders among college students, 2024, 0748-9633, 10.1002/jcad.12543 | |
129. | Jacqueline S. Stephen, 2024, Chapter 6, 978-3-031-54438-5, 77, 10.1007/978-3-031-54439-2_6 | |
130. | Jiaqi Li, Yu Jin, Shicun Xu, Xianyu Luo, Amanda Wilson, Hui Li, Xiaofeng Wang, Xi Sun, Yuanyuan Wang, Anxiety and Depression Symptoms among Youth Survivors of Childhood Sexual Abuse: A Network Analysis, 2023, 11, 2050-7283, 10.1186/s40359-023-01275-3 | |
131. | Emad Shdaifat, Amira Alshowkan, Friyal Alqahtani, Hoda Alebiary, Mona AL-Qahtani, Nagla Alsaleh, Neama Kamel, Flourishing levels among health and non-health profession students in Saudi Arabian colleges, 2024, 15, 1664-0640, 10.3389/fpsyt.2024.1469845 | |
132. | Rаul-Ioаn Muntean, Valentina Stefanica, Daniel Rosu, Alexandru Boncu, Iulian Stoian, Mihaela Oravitan, Examining the interplay between mental health indicators and quality of life measures among first-year law students: a cross-sectional study, 2024, 12, 2167-8359, e18245, 10.7717/peerj.18245 | |
133. | Pamela Atieno Ooko, 2023, chapter 3, 9798369307083, 37, 10.4018/979-8-3693-0708-3.ch003 | |
134. | Firras Garada, Holly Shan, 2023, Chapter 36, 978-3-031-27724-5, 587, 10.1007/978-3-031-27725-2_36 | |
135. | Min-Ning Yu, Yu-Ning Chang, Ren-Hau Li, Relationships between Big Five Personality Traits and Psychological Well-Being: A Mediation Analysis of Social Support for University Students, 2024, 14, 2227-7102, 1050, 10.3390/educsci14101050 | |
136. | Linus P. Rweyemamu, Christopher H. Mbotwa, Joseph I. Massawe, Rosemary P. Mramba, Mental distress and associated factors among undergraduate students: evidence from a cross-sectional study at the University of Dodoma, Tanzania, 2024, 4, 2731-4383, 10.1007/s44192-024-00098-x | |
137. | Yun-Ju Lai, En-Yun Tsai, Ploypapus Jarustanaput, Yi-Syuan Wu, Yi-Hau Chen, Samantha E. O’Leary, Sumatchara Manachevakul, Yuan Zhang, Jiabin Shen, Yan Wang, Optimism and mental health in college students: the mediating role of sleep quality and stress, 2024, 15, 1664-1078, 10.3389/fpsyg.2024.1403146 | |
138. | Bala Ganesh Pichamuthu, Kalpana Kosalram, Sathya Thennavan, Sharmila Govardhanan, Assessment of Depression Among Students Studying in Higher Educational Institutions Using PHQ 9 in Tamil Nadu—A Cross-sectional Study, 2024, 2197-3792, 10.1007/s40615-024-02221-8 | |
139. | Shelley Viskovich, James A. Fowler, Kenneth I. Pakenham, Fluctuations in mental health in students accessing a university-wide online mental health promotion intervention before and during the COVID-19 pandemic, 2023, 58, 0005-0067, 373, 10.1080/00050067.2023.2212150 | |
140. | Rhenan D. Estacio, Marietta D. Subida, Ma. Victoria Bagaforo, Ma. Cristy Abuyuan, Naomi Yvonne Dionisio, Shupiwe Chisomo Letso, The mental health of college students in the transition of post-pandemic era in Pampanga, Philippines: an input for psychoeducation programme, 2023, 14, 2150-7686, 86, 10.1080/21507686.2023.2281430 | |
141. | Papassara Changklang, Onggan Ranteh, The effects of cognitive behavioural therapy on depression, anxiety, stress, and self-esteem in public health students, Thailand, 2023, 12, 2277-9531, 10.4103/jehp.jehp_1274_22 | |
142. | Michelle Andriacchi, Casey Hopper, Anne Stein, Rachel Nye, Katie Taylor, Animal-Assisted Interventions on a College Campus to Improve Wellness: Adventures With the Northern Michigan University Wildpups, 2023, 62, 0148-4834, 631, 10.3928/01484834-20230906-05 | |
143. | Daniel Opotamutale Opotamutale, Fillemon Shekutamba Albanus, 2023, chapter 5, 9798369328330, 66, 10.4018/979-8-3693-2833-0.ch005 | |
144. | Francisca Beroíza-Valenzuela, The challenges of mental health in Chilean university students, 2024, 12, 2296-2565, 10.3389/fpubh.2024.1297402 | |
145. | Hussein Alhawari, Sameeha Alshelleh, Osama Alzoubi, Asim Khanfar, Reem Akiely, Bayan Abdallah, Nada Hajjaj, Saja Alkhalaileh, Yousef Khader, Comparison of Baseline and Test Day Cardiovascular Parameters, Anxiety Scores and Coffee Consumption Among Medical Students Undergoing Objective Structured Clinical Examinations in Jordan, 2023, Volume 16, 1178-7074, 4249, 10.2147/IJGM.S432157 | |
146. | Rafi Alnjadat, Mohammad Etoom, Factors Affecting Nursing and Midwifery Students Knowledge Regarding Preoperative Nursing Care, 2024, Volume 15, 1179-7258, 161, 10.2147/AMEP.S441145 | |
147. | Vanessa Ferraz Leite, Moisés Kogien, Margani Cadore Weis Maia, Marina Nolli Bittencourt, Larissa de Almeida Rézio, Samira Reschetti Marcon, Indicators of emotional distress and mindfulness in undergraduate students: a cross-sectional study, 2024, 77, 1984-0446, 10.1590/0034-7167-2023-0499 | |
148. | Muhammad Ikhwan Mud Shukri, Halimatus Sakdiah Minhat, Norliza Ahmad, Fatin Ismail, Chandramalar Kanthavelu, Dina Nurfarahin, Wan Syahirah Wan Ghazali, Nor Afiah Mohd Zulkefli, Syed Far Abid Hossain, Prevalence and factors associated with depression, anxiety and stress in Malaysia during COVID-19 pandemic: A systematic review, 2023, 18, 1932-6203, e0288618, 10.1371/journal.pone.0288618 | |
149. | Fatemeh Kokabisaghi, Mina Sadat Mousavi Emadi, Amirmohammad Tajik, Farshad Sharifi, Elaheh Houshmand, Mehdi Varmaghani, The prevalence and causes of self‐medication among medical university students in Iran during COVID‐19 outbreak and its implications for public health and health systems: A cross‐sectional study, 2024, 7, 2398-8835, 10.1002/hsr2.1983 | |
150. | Bruno Luis Schaab, Lara Finkler Cunha, Desiree Cordoni Silveira, Pamela Carvalho da Silva, Kellen Greff Ballejos, Gabriela Bertoletti Diaz, Vanessa Kaiser, Prisla Ücker Calvetti, Sílvio César Cazella, Helena Maria Tannhauser Barros, Caroline Tozzi Reppold, A pilot study of a new app based on self-compassion for the prevention and promotion of mental health among Brazilian college students, 2024, 15, 1664-1078, 10.3389/fpsyg.2024.1414948 | |
151. | Victoria E. Rodriguez, Laura E. Enriquez, Annie Ro, Cecilia Ayón, Immigration-Related Discrimination and Mental Health among Latino Undocumented Students and U.S. Citizen Students with Undocumented Parents: A Mixed-Methods Investigation, 2023, 64, 0022-1465, 593, 10.1177/00221465231168912 | |
152. | Ece Atik, Johannes Stricker, Magnus Schückes, Andre Pittig, Efficacy of a Brief Blended Cognitive Behavioral Therapy Program for the Treatment of Depression and Anxiety in University Students: Uncontrolled Intervention Study, 2023, 10, 2368-7959, e44742, 10.2196/44742 | |
153. | Tina M. Olsson, Malin Broberg, Sylva Frisk, Arne F. Wackenhut, David Kjellin, Sofia Gullstrand, Stephanie Rost, Therése Skoog, Health‐Promoting Learning Environments in Higher Education: A Scoping Review of Structural Interventions to Protect Student Mental Health, 2024, 0141-8211, 10.1111/ejed.12772 | |
154. | Peter J. O. Aloka, Social comparison and overall adjustment among freshmen in one public university, 2024, 2504-5571, 46, 10.21303/2504-5571.2024.003359 | |
155. | Haishi Yu, Juan Yu, Yang Wang, 2023, Chapter 30, 978-2-38476-067-1, 224, 10.2991/978-2-38476-068-8_30 | |
156. | Enrique Macías Arias, Jorge Parraga-Alava, David Zambrano Montenegro, 2024, Stress Detection among Higher Education Students: A Comprehensive Systematic Review of Machine Learning Approaches, 979-8-3503-6553-5, 1, 10.1109/ICEDEG61611.2024.10702055 | |
157. | Claudia Lombardo, Emanuele Capasso, Giuseppe Li Rosi, Monica Salerno, Mario Chisari, Massimiliano Esposito, Lucio Di Mauro, Francesco Sessa, Burnout and Stress in Forensic Science Jobs: A Systematic Review, 2024, 12, 2227-9032, 2032, 10.3390/healthcare12202032 | |
158. | Aditya Sharma, Md. Aftab Alam, Awaneet Kaur, Shaweta Sharma, Shikha Yadav, Psychopharmacological Treatment of Depression and Anxiety and their Different Drug Delivery Targets, 2024, 20, 26660822, 297, 10.2174/2666082219666230822140902 | |
159. | Wura Jacobs, Weisiyu Qin, Tennisha N. Riley, Erik S. Parker, Arthur H. Owora, Adam Leventhal, Race/ethnic differences in the association of anxiety, depression, and discrimination with subsequent nicotine and cannabis use among young adults: A prospective longitudinal study, 2024, 153, 03064603, 107979, 10.1016/j.addbeh.2024.107979 | |
160. | Hatice Deveci Şirin, Rana Şen Doğan, Hüseyin Serçe, Eda Bayrakcı, Selahattin Alan, A Cross-Sectional and Longitudinal Investigation of Hopelessness Among University Students in the Aftermath of the COVID-19 Pandemic, 2024, 14, 2158-2440, 10.1177/21582440241245273 | |
161. | XiaoJie Dai, WeiJun Yu, Students’ physical activity and psychological state: psychological approaches with virtual technologies, 2024, 1046-1310, 10.1007/s12144-024-07025-x | |
162. | Natali Barragan, Amanda Batista, Deborah Hall, Yasin Silva, Social Identity, Social Media Use, and Mental Health in Adults: Investigating the Mediating Role of Cyberbullying Experiences and the Moderating Effects of Gender and Age, 2024, Volume 17, 1179-1578, 4009, 10.2147/PRBM.S466965 | |
163. | Mohammad Mofatteh, Examining the association between traumatic brain injury and headache, 2021, 20, 0219-6352, 10.31083/j.jin2004109 | |
164. | Renjian Kan, Haibo Xu, Impact of Learning Adjustment Dimensions on Depressive Symptoms Among Chinese Nursing Freshmen: The Mediating Role of Psychological Capital, 2024, Volume 17, 1179-1578, 4063, 10.2147/PRBM.S494784 | |
165. | Manuel Gonçalves-Pereira, Mental Health as a Polysemic Construct? Revisiting the Debate about University Students’ Unmet Needs, 2024, 2504-3137, 1, 10.1159/000542629 | |
166. | Kelsey Van, Sana Tasawar, Elaina B. K. Brendel, Camille Law, Anisha Mahajan, Carissa Brownell‐Riddell, Natalia Diamond, Kerry Ritchie, Jennifer M. Monk, Using a ‘Students as Partners’ model to develop an authentic assessment promoting employability skills in undergraduate life science education, 2024, 2211-5463, 10.1002/2211-5463.13941 | |
167. | Alli Gillespie, Zahyyeh Abu-Rubieh, Lily Coll, Manar Matti, Carine Allaf, Ilana Seff, Lindsay Stark, “ Living their best life ”: PhotoVoice insights on well-being, inclusion, and access to public spaces among adolescent refugee girls in urban resettlement , 2025, 20, 1748-2631, 10.1080/17482631.2024.2431183 | |
168. | Mohammad Mofatteh, In Reply to the Letter to the Editor Regarding “Anxiety and Depression in Pediatric-Onset Traumatic Spinal Cord Injury: A Systematic Review”, 2024, 191, 18788750, 359, 10.1016/j.wneu.2024.08.110 | |
169. | S Subatraa Subramaniam, , Asong Joseph, Mimi Fitirana, Walton Wider, Surianti Lajuma, The Break-up Experience of Romantic Relationship and Post-traumatic Growth Among Vicenarian Adults, 2024, 32, 2231-8534, 1247, 10.47836/pjssh.32.4.01 | |
170. | Ali Aldirawi, Fadwa Alhalaiqa, Abdallah Alwawi, Samer Abuzerr, Psychological stress among hypertensive male patients in Jordan: prevalence and associated factors, 2024, 24, 1471-2458, 10.1186/s12889-024-20733-0 | |
171. | Holly Coates McDowall, Kaili Rimfeld, Saloni Krishnan, Cognitive Reappraisal Reduces Academic Anxiety in University Students With Dyslexia, 2024, 1751-2271, 10.1111/mbe.12434 | |
172. | Jim Warren, Lin Ni, Ben Fry, Melanie Stowell, Chelsey Gardiner, Robyn Whittaker, Taria Tane, Rosie Dobson, 2024, Predicting Heart Rate Variability from Heart Rate and Step Count for University Student Weekdays, 979-8-3503-7149-9, 1, 10.1109/EMBC53108.2024.10781904 | |
173. | Fariba Gadari, Azita Amirfakhraei, Saeid Kiani, Adaptation and Psychometric Features of the Korean Medical Academicians Stress Questionnaire for Iranian Medical Academicians, 2024, 12, 2423-4451, 10.5812/mejrh-150041 | |
174. | Jahid Hasan Rony, MM Mahbubul Syeed, Razib Hayat Khan, Kaniz Fatema, Md Shakhawat Hossain, Mohammad Faisal Uddin, 2024, Predicting Depression Among University Students: a Comparative Assessment of ML & DL models using XAI, 979-8-3503-5395-2, 175, 10.1109/ISCIT63075.2024.10793544 | |
175. | Katie Harrold, Anne Kathrin Fett, Corinna Haenschel, The Effects of Social Identity Incompatibility on Student Mental Health, 2024, 14, 2227-7102, 1407, 10.3390/educsci14121407 | |
176. | Khanh Duy Dang, Hao Yen Tran, Tien Minh Nguyen, Phuong Ha Lai, Khoa Thien Huynh, Khoa Anh Nguyen, Khoa Dang Ly, Post-COVID-19 symptoms and the development of mental disorders in pharmacy students: a cross-sectional study, 2025, 12, 2331-1908, 10.1080/23311908.2024.2445875 | |
177. | Said El-Ashker, Abdulmajeed Alharbi, Somaya Mahmoud, Feras Al-Awad, Ahlam Alghamdi, Nouf Alaqeel, Mohammed Al-Hariri, Unraveling the threads of depressive symptoms: Enhancing predictions of depression among university junior students, 2025, 13, 2050-3121, 10.1177/20503121241310912 | |
178. | Mohamed Hussein Ramadan Atta, Shimmaa Mohamed Elsayed, Heba Emad El‐Gazar, Naglaa Gamal Eldien Abdelhafez, Mohamed Ali Zoromba, Role of violence exposure on altruistic behavior and grit among emergency nurses in rural hospitals, 2025, 72, 0020-8132, 10.1111/inr.13086 | |
179. | Jehad Feras AlSamhori, Diala Ra’Ed Kamal Kakish, Abdel Rahman Feras AlSamhori, Ahmad Feras AlSamhori, Noor Rajeh Abu Hantash, Afnan Firas Abu Swelem, Mamoun Hamed Ali Abu-Suaileek, Hazar Mohammed Arabiat, Mohammad Anwer Altwaiqat, Radwan Banimustafa, Abdallah Barjas Qaswal, Abdulqadir J. Nashwan, Anxiety, depression, and insomnia among medical and non-medical students in Jordan: a cross-sectional study, 2024, 31, 2090-5416, 10.1186/s43045-024-00493-8 | |
180. | Herbert Situmorang, Reynardi Larope Sutanto, Kevin Tjoa, Rivaldo Rivaldo, Association between primary dysmenorrhoea on quality of life, mental health and academic performance among medical students in Indonesia: a cross-sectional study, 2025, 15, 2044-6055, e093237, 10.1136/bmjopen-2024-093237 | |
181. | Maria Efstathiou, Varvara Kakaidi, George Tsitsas, Stefanos Mantzoukas, Mary Gouva, Elena Dragioti, The prevalence of mental health issues among nursing students: An umbrella review synthesis of meta-analytic evidence, 2025, 00207489, 104993, 10.1016/j.ijnurstu.2025.104993 | |
182. | Mohammad Ahsan, Turki Abualait, Investigation of the relationship between mental health and physical activity among university students, 2025, 15, 1664-1078, 10.3389/fpsyg.2024.1546002 | |
183. | Yinjuan Zhang, Fang Liu, Jin Ma, Jing Wu, Chao Shen, Fengjiao Chang, Wendong Hu, Hongjuan Lang, Psychological stress and depression symptoms in nursing undergraduates: the chain mediating effect of cognitive reappraisal and ruminate thinking, 2025, 24, 1472-6955, 10.1186/s12912-024-02604-6 | |
184. | Shoebul Haque, Farah Asif, Pragya Pandey, Rakesh Kumar Dixit, Revolutionizing pharmacology education: Comparing escape rooms and traditional learning on student engagement and well-being, 2025, 0, 2584-136X, 1, 10.25259/FH_61_2024 | |
185. | Muhammad Aledeh, Adewale Allen Sokan-Adeaga, Habib Adam, Sulaiman Aledeh, Yasuhiro Kotera, Enhancing the Mental Health and Well-being of Family Caregivers Providing Informal Care in Ghana and Nigeria: A Commentary, 2025, 2198-9834, 10.1007/s40737-024-00447-7 | |
186. | Gintarė Lübeck, Michael K. Seery, Barry J. Ryan, Supporting female and gender diverse students in undergraduate STEM courses through enhancing self-efficacy, 2025, 1356-2517, 1, 10.1080/13562517.2025.2449660 | |
187. | Vanessa Kaiser, Prisla Ücker Calvetti, Millena Holz Waskow, Aline Wolfart, Gabriela Bertoletti Diaz, Cleidilene Ramos Magalhães, Joana R. Casanova, Leandro Almeida, Caroline Tozzi Reppold, Self-regulation of learning and positive psychology in University students, 2025, 1046-1310, 10.1007/s12144-024-07100-3 | |
188. | Ernesto López-Gómez, Raúl González-Fernández, Buratin Khampirat, Psychometric study of the Maslach Burnout Inventory-Student Survey on Thai university students, 2025, 15, 2045-2322, 10.1038/s41598-024-84829-8 | |
189. | Leila Jasmine Dizon, Liezel Moises Abrea, Angelia Eunice Cruzada, Simon Ledz Erguiza, Alvin Ralphe Grape, Geo Dela Roca, Utang na loob, perceived parental academic pressure and mental health status among Filipino college students, 2025, 2042-8308, 10.1108/MHSI-11-2024-0206 | |
190. | Tobias Weinmann, Razan Wibowo, Felix Forster, Jessica Gerlich, Laura Wengenroth, Gudrun Weinmayr, Jon Genuneit, Dennis Nowak, Christian Vogelberg, Katja Radon, Britta Herbig, Association of chronic stress during studies with depressive symptoms 10 years later, 2025, 15, 2045-2322, 10.1038/s41598-025-85311-9 | |
191. | Rachel Wesley, Hoang Pham, 2025, Chapter 13, 978-3-031-72635-4, 267, 10.1007/978-3-031-72636-1_13 | |
192. | Wing W.Y. Ho, Yan H.Y. Lau, Role of reflective practice and metacognitive awareness in the relationship between experiential learning and positive mirror effects: A serial mediation model, 2025, 157, 0742051X, 104947, 10.1016/j.tate.2025.104947 | |
193. | Md. Jonaied Alam, Mahmudul Islam Khan Pratik, Abid Hasan Khan, Muhammad Shahidul Islam, Muhammad Millat Hossain, Prevalence and level of stress among final-year students at a health science institute in Bangladesh, 2025, 5, 2731-4383, 10.1007/s44192-025-00136-2 | |
194. | Abdelaziz Mahmoud Abdelaziz, Sara Sallam, The indirect effect of communication skills on the relationship between emotional maturity and mental health disorders among a sample of Egyptian university students, 2025, 1046-1310, 10.1007/s12144-024-07236-2 | |
195. | Juan Herrán-Alonso, David Winter, Alejandro Sanfeliciano, Luis Ángel Saúl, Indicators of Event Integration in Repertory Grids and Ladders, 2025, 1072-0537, 1, 10.1080/10720537.2025.2452944 | |
196. | Agnė Buivydienė, Lolita Rapolienė, Marija Truš, Agnė Jakavonytė-Akstinienė, Connections between job satisfaction and depression, anxiety, and stress among nurses, 2025, 16, 1664-1078, 10.3389/fpsyg.2025.1548993 | |
197. | Mohammad Mofatteh, Abdulkadir Mohamed, Mohammad Sadegh Mashayekhi, Georgios P. Skandalakis, Clemens Neudorfer, Saman Arfaie, ArunSundar MohanaSundaram, Mohammadmahdi Sabahi, Ayush Anand, Rabii Aboulhosn, Xuxing Liao, Andreas Horn, Keyoumars Ashkan, Deep brain stimulation of the hypothalamic region: a systematic review, 2025, 167, 0942-0940, 10.1007/s00701-025-06430-w | |
198. | Megan Cairns, Erna Marais, Danzil Joseph, M. Faadiel Essop, The Role of Chronic Stress in the Pathogenesis of Ischemic Heart Disease in Women, 2025, 15, 2040-4603, 10.1002/cph4.70000 | |
199. | Marini Samaratunga, Imriyas Kamardeen, Modelling Work–Study Conflict Effects on Built Environment Students’ Well-Being, Health, and Academic Performance, 2025, 15, 2075-5309, 406, 10.3390/buildings15030406 | |
200. | Bashiru Garba, Samiro Ali Mohamed, Maria Mowlid Mohamed, Hodo Aideed Asowe, Najib Isse Dirie, Yushau Umar, Jamal Hassan Mohamoud, Mohamed Hussein Adam, Jihaan Hassan, Fartun Abdullahi Hassan Orey, Abdullahi Abdirahman Omar, Ibrahim Abdullahi Mohamed, Mohamad Mustaf Ahmed, Samira Abdullahi Moalim, Prevalence of depression and its correlates among undergraduate health science students in Mogadishu, Somalia: a cross-sectional study, 2025, 25, 1471-244X, 10.1186/s12888-025-06553-5 | |
201. | May Hamdan, Souzan Zidan, Fatima Al-Amouri, Hiba Niroukh, Manar Abu Dawod, Sajeda Ashour, Shahd Sameer Dweik, Manal Badrasawi, Factors associated with caffeine intake among undergraduates: a cross-sectional study from Palestine, 2025, 44, 2072-1315, 10.1186/s41043-024-00723-z | |
202. | Alejandra López, Olaia Fontal Merillas, Pablo De Castro Martín, El patrimonio cultural como espacio terapéutico: impacto de la fotografía y los relatos de vida en el bienestar de personas con enfermedad mental, 2025, 20, 1988-8309, e98911, 10.5209/arte.98911 | |
203. | Poh Gee Leng, Foong Ming Mak, Muhammad Fazli Taib Saearani, Muchammad Bayu Tejo Sampurno , The Effectiveness of Improvisational Dance in Decreasing Stress Levels among Tertiary Students in Malaysia, 2025, 20, 1988-8309, e97816, 10.5209/arte.97816 | |
204. | 2024, 10.12794/metadc2332662 | |
205. | Anmut Endalkachew Bezie, Giziew Abere, Girum Tareke Zewude, Belay Desye, Chala Daba, Eyob Tilahun Abeje, Awoke Keleb, Prevalence of stress and associated factors among students in Ethiopia: a systematic review and meta-analysis, 2025, 13, 2296-2565, 10.3389/fpubh.2025.1518851 | |
206. | Rizwana Khan, Fahmida Akter, Musarrat Rahman, Nuhu Amin, Mahbubur Rahman, Peter J. Winch, Socio-demographic factors associated with mental health disorders among rural women in Mymensingh, Bangladesh, 2025, 16, 1664-0640, 10.3389/fpsyt.2025.1446473 | |
207. | Maria Komariah, Theresia Eriyani, Laili Rahayuwati, Hana Rizmadewi Agustina, Furkon Nurhakim, Irman Somantri, Shurouq Ghalib Qadous, Aurawan Janmanee, Nina Gartika, Quality of Life, Self-Esteem, and Stress among First-Semester Student Nurses in Indonesia: A Cross-Sectional Study, 2025, 11, 2377-9608, 10.1177/23779608251317805 | |
208. | Francisco Lepe-Salazar, Fabián Preciado-Martínez, 2024, Game-Based Prevention of Depression in Students, 979-8-3503-5054-8, 1, 10.1109/HealthCom60970.2024.10880808 | |
209. | Sheriff Tolulope Ibrahim, Madeline Li, Jamin Patel, Tarun Reddy Katapally, Utilizing natural language processing for precision prevention of mental health disorders among youth: A systematic review, 2025, 188, 00104825, 109859, 10.1016/j.compbiomed.2025.109859 | |
210. | Francisco Lepe-Salazar, Oscar Nazarit-Campos, Nadia Cortés-Álvarez, César Vuelvas-Olmos, 2024, Impact of Serious Game on Depression in Students, 979-8-3503-5054-8, 1, 10.1109/HealthCom60970.2024.10880792 | |
211. | Raquel Simões de Almeida, Andreia Rodrigues, Sofia Tavares, João F. Barreto, António Marques, Maria João Trigueiro, Mental Health and Lifestyle Factors Among Higher Education Students: A Cross-Sectional Study, 2025, 15, 2076-328X, 253, 10.3390/bs15030253 | |
212. | Lingjiang Huang, Jialin Li, Jian Kang, Fangfang Liu, Ming Yang, Yawei Zhang, Understanding the Nexus Between Anxiety and Acoustic Perception in University Students: A Quasi-Experimental Study During Pandemic-Induced Lockdown, 2025, 15, 2076-328X, 262, 10.3390/bs15030262 | |
213. | Shuoyu Jing, Wan Ahmad Munsif Wan Pa, Mohd Mahzan Awang, Anxiety and depression among Chinese international student-athletes during study abroad: a psychological network approach, 2025, 29, 2308-7250, 27, 10.15561/20755279.2025.0103 | |
214. | Sarah W. Bisconer, Kate Van Houten, A Three-Year Examination of U.S. Undergraduates Attending a High-Ranking Public College During COVID-19: Contributions to the Field’s Understanding of Psychological Adjustment, 2025, 2836-7138, 1, 10.1080/28367138.2025.2459092 | |
215. | Jaegoo Lee, Jeoung Min Lee, June-Yung Kim, Dasha Shamrova, The association of adverse childhood experiences and generalized anxiety in college students: Roles of perceived social support and resilience, 2025, 1091-1359, 1, 10.1080/10911359.2025.2473626 | |
216. | Erinn C. Cameron, Ashraf Kagee, Psychological, Experiential, and Behavioral Predictors of Climate Change Anxiety Among South African University Students, 2025, 2358-1883, 10.1007/s43076-025-00444-0 | |
217. | Serap Güngör, Ipek Kose Tosunoz, Levels of Nursing Students’ Exposure to Colleague Violence and Affecting Factors: A Multicenter Cross-Sectional Study, 2024, 115, 2532-1080, e2024024, 10.23749/mdl.v115i4.15606 | |
218. | Jacqueline Hua, Michael Vang, Jennifer L. Howell, Yopina Pertiwi, Andrew L. Geers, Brandon Boggs, Health regulatory focus and college student outcomes following healthcare visits, 2025, 0744-8481, 1, 10.1080/07448481.2025.2467325 | |
219. | Erhan Dağ, Yaşar Demir, Zuhal Kayar, Mustafa Nal, Relationship between digital health literacy, distrust in the health system and health anxiety in health sciences students, 2025, 25, 1472-6920, 10.1186/s12909-025-06903-7 | |
220. | Amani ELBARAZI, Association Between Depression, anxiety, stress, and vaping among University Students, 2025, 7, 2654-1459, 10.18332/popmed/202345 | |
221. | Sindhu C.V., Devaseelan S., Mind Over Matter: A Comprehensive Review of Academic Anxiety, Psychological Constructs, and Interventions in Nursing Education, 2025, 2581-6411, 12, 10.47992/IJHSP.2581.6411.0128 | |
222. | Social Media and Mental Health: Understanding the Association between SNS Addiction and Depression in Students, 2025, 3, 2960-2807, 698, 10.70749/ijbr.v3i2.787 | |
223. | Gengchen Liu, Jiandan Hu, Ilona Kostikova, Music therapy and its impact on anxiety and mental well-being of Chinese students: An experimental comparison of traditional and VR approaches, 2025, 255, 00016918, 104898, 10.1016/j.actpsy.2025.104898 | |
224. | Marini Samaratunga, Imriyas Kamardeen, Bogahawaththage Nishadi Madushika Chathurangi, Work–Study Conflict Stressors and Impacts: A Cross-Disciplinary Analysis of Built Environment Undergraduates, 2025, 15, 2075-5309, 973, 10.3390/buildings15060973 | |
225. | Sailaa Sunthararajah, Lucia Valmaggia, Tasnim Uddin, Simon Riches, Virtual reality relaxation for student wellbeing: a systematic review, 2025, 2976-8756, 10.1108/MHDT-12-2024-0035 | |
226. | Asnea Tariq, Yumeng Yang, Ziqiao Liu, Siu Ching Wong, Elaine Gray, Angela L. McLaughlin, Caden J. Arthur, Stella W. Y. Chan, Effects of the Soothe Vision well-being tool on university students’ mood: a pilot study, 2025, 1046-1310, 10.1007/s12144-025-07649-7 | |
227. | The Burden of University Life: Stress, Anxiety, and Depression in Undergraduates, 2025, 14, 2278-2540, 47, 10.51583/IJLTEMAS.2025.14030007 | |
228. | Sam Leewis, John van Meerten, Koen Smit, Ha Bui, 2024, Emotion Detection in International Students Using a Social Robot, 9798400712463, 1, 10.1145/3715885.3715892 |
Authors (Year) | Article title | Year | Country | Article type | Sample size | Sample type | Primary results |
Armstrong and Young (2015) [63] | Mind the gap: Person-centred delivery of mental health information to post-secondary students | 2015 | Canada | Original research (survey) | 271 | Randomly selected university students | Social stigma and gender (being a male) is associated with a poorer mental health among university students. |
Bovier et al. (2004) [31] | Perceived stress, internal resources, and social support as determinants of mental health among young adults | 2004 | Switzerland | Original research (survey) | 1,257 | Randomly selected university students | A lack of social support, unfamiliarity with the subject studying, underlying mental health condition and physical problems before entering the university are associated with increased level of stress. |
Bradley [60] | Responding effectively to the mental health needs of international students | 2000 | UK | Original research (survey) | 429 | International students in the UK universities | Insufficient financial support, social isolation and academic pressure causes stress and anxiety among international students studying in the UK university. |
Brockelman (2000) [40] | The interrelationship of self-determination, mental illness, and grades among university students | 2009 | USA | Original research (survey) | 375 | Undergraduate students at American universities | Ethnic group, low grades, age and wrong expectations from university diminishes students' determination, causing them to develop stress and anxiety. |
Cai et al. (2015) [42] | Social Smoking and Mental Health Among Chinese Male College Students | 2017 | China | Original research (questionnaire) | 1,327 | Male university students in China | While tobacco smoking can increase social bonding among male Chinese students, it adversely affects mental health. |
Wanda and Carla (2013) [27] | Stress, depression, and anxiety among undergraduate nursing students | 2013 | Canada | Original research (cross-sectional study) | 882 | Nursing students in Canadian universities | Academic pressure, fear of obtaining poor grades, lack of social support, problems with university staff and teachers, wrong expectation from the university, unfamiliarity with the new environment are risk factors of SAD. |
Erschens et al. (2018) [64] | Professional burnout among medical students: Systematic literature review and meta-analysis | 2018 | Germany | Systematic literature review and Meta-analysis | N/A | N/A | High academic workload and career concerns are predictor for development of SAD. |
Fortney et al. (2016) [25] | Prevalence of probable mental disorders and help-seeking behaviors among veteran and non-veteran community college students | 2016 | USA | Original research (survey) | 765 | Veteran and non-veteran students in American community colleges | Underlying mental and physical conditions before entering the university are risk factors for mental disorders. Social stigma significantly increases the risk. |
Ghodasara et al. (2011) [28] | Assessing Student Mental Health at the Vanderbilt University School of Medicine | 2011 | USA | Original research (survey) | 330 | Second- and third-year medical students of Vanderbilt University | Having a family history of mental health increases the probability of depression during university years. Regular exercise can act as a protective factor against depression and anxiety. |
Goodwill and Zhou (2020) [16] | Association between perceived public stigma and suicidal behaviors among college students of color in the U.S. | 2020 | USA | Original research (cross-sectional study) | 153,635 | American college students | Being a member of ethnic and religious minority group and experiencing social stigma are risk factor for depression and suicide ideation. |
Hafen et al. (2006) [65] | Predictors of depression and anxiety in first-year veterinary students: a preliminary report | 2006 | USA | Original research (cross-sectional study) | 93 | First year Veterinary students | Homesickness, underlying physical condition and a lack of clear understanding of university expectations are among risk factors for anxiety and depression in Veterinary students in USA. |
Hefner and Eisenberg (2009) [50] | Social Support and Mental Health Among College Students | 2009 | USA | Original research (survey) | 1,378 | Public university students | Being an international student, belonging to an ethnic or religious minority group and a lower socioeconomic status cause social isolation followed by SAD formation. |
Hunt et al. (2010) [66] | Mental health problems and help-seeking behavior among college students | 2010 | USA | Literature review | N/A | N/A | Financial constraints, lack of social interaction, and concerns about adjusting to university life are associated with increased stress and anxiety among university students. |
Ishii et al. (2018) [33] | What kinds of factors affect the academic outcomes of university students with mental disorders? A retrospective study based on medical records | 2018 | Japan | Original research (retrospective survey) | 573 | Undergraduate students at Tsukuba University in Japan | Infrequent family visits, lack of social engagement, gender (being a female), fear of poor grades and underlying mental health conditions are risk factors of students SAD among students in a Japanese university. |
Jenkins et al. (2019) [46] | Exploring the implications of a self-care assignment to foster undergraduate nursing student mental health: Findings from a survey research study | 2019 | Canada | Original research (cross-sectional study) | 89 | Mixed university students in Canada | A lack of self-care and having an unhealthy lifestyle are risk factors for stress and anxiety among students. A lack of self-care can cause sense of guilt which can pose as another risk factor. |
Kawase et al. (2008) [24] | Variables associated with the need for support in mental health check-up of new undergraduate students | 2008 | Japan | Original research (questionnaire) | 8,287 | Freshman students at Tokyo university | Personality type (high neuroticism and low extraversion), social isolation, fear of obtaining poor grades, and insufficient mastery of the subject are among strong predictors of mental health problems in Japanese universities. |
Kitzrow (2003) [67] | The Mental Health Needs of Today's College Students: Challenges and Recommendations | 2003 | USA | Literature review | N/A | N/A | Increased workload and a lack of adequate counselling service cause mental health difficulties among students. |
Lee et al. (2012) [32] | Mental Health and Coping Strategies among Medical Students | 2012 | South Korea | Original research (self-reported survey) | 384 | Korean medical students | Academic workload, concerns about academic career, and studying in a non-native language (English) are major risk factors associated with stress and depression. Students in different years of studies have different mechanisms for demonstrating their depression and lack of self-esteem. |
Li et al. (2019) [57] | Sensitive Periods of Moving on Mental Health and Academic Performance Among University Students | 2019 | China | Original research (self-reported survey and questionnaire) | 3,753 | First year undergraduate students | Moving residence during childhood and loss of social network are associated with SAD problems in university life, especially among families with a lower socioeconomic status. |
Macaskill (2012) [30] | The mental health of university students in the United Kingdom | 2012 | UK | Original research (cross-sectional study | 1,197 | UK undergraduate students | While subject of studying is not associated with mental health states of students, the year of studying correlates with the level of stress and anxiety. |
Maser et al. (2019) [21] | Medical Student Psychological Distress and Mental Illness Relative to the General Population: A Canadian Cross-Sectional Survey | 2019 | Canada | Original research (cross-sectional survey) | 4,613 | 17 Canadian medical schools | Subject of study (medicine) and gender (being a female) are associated with an elevated of stress and suicide ideation releative to general population. |
McDougall et al. (2019) [54] | The Relationship Between Non-Consensual Sex and Risk of Depression in Female Undergraduates at Universities in Maritime Canada | 2019 | Canada | Original research (cross-sectional survey) | 6,939 | Female undergraduate students at Canadian universities | Sexual victimization of female undergraduate students significantly increases stress and anxiety, and if untreated, causes depression. |
Meng et al. (2011) [51] | Susceptibility genes, social environmental risk factors and their interactions in internalizing disorders among mainland Chinese undergraduates | 2011 | China | Original research (genetic case-control study) | 528 | Healthy and genetically diseased undergraduate students | A lack of support from family and society and loneliness are associated with internalizing mental health disorders leading to SAD. |
Michalec and Keyes (2013) [53] | A multidimensional perspective of the mental health of preclinical medical students | 2013 | USA | Original research (survey) | 237 | Pre-clinical medical students | Lack of social activity involvement is a risk factor for SAD. Students entering the university have different psychological needs that those graduating. |
Miller-Graff et al. (2015) [26] | Typologies of childhood exposure to violence: associations with college student mental health | 2015 | USA | Original research (online questionnaire) | 395 | American universities | Exposure to violence during childhood and mental health associated with it poorer mental health of students in university. |
Park et al. (2020) [61] | Understanding Students' Mental Well-Being Challenges on a University Campus: Interview Study | 2020 | USA | Original research (semi-structured interview) | 19 | Undergraduate students at a large American university | Social stigma associated with mental health discourages students from disclosing their mental health problems which can lead to SAD. |
Ratanasiripong (2018) [22] | Mental Health and Well-Being of University Students in Okinawa | 2018 | Japan | Original research (cross-sectional survey) | 441 | 3 Japanese universities | A lack of self-esteem, a lower socioeconomic background of the family and elevated academic workload are strong predictors of anxiety and stress among students. |
Rosenthal et al. (2018) [47] | Alcohol consequences, not quantity, predict major depression onset among first-year female college students | 2018 | USA | Original research (prospective longitudinal survey) | 412 | First year female college students | Alcohol consumption is a major risk factor for university students, especially for females. Other factors include sexual victimization and lower socioeconomic status. |
Scholz et al. (2016) [35] | Risk factors for mental disorders develop early in German students of dentistry | 2016 | Germany | Original research (survey) | 163 | Dentistry students in German universities | Academic workload and lack of engagement in social activities, especially during exam time, are risk factors of stress and anxiety. |
Sprung and Rogers (2020) [68] | Work-life balance as a predictor of college student anxiety and depression | 2020 | USA | Original research (cross-sectional survey) | 111 | Private American universities | A lack of balance between academic and social life causes formation of anxiety and depression among students in American universities. |
Stallman (2010) [34] | Psychological distress in university students: A comparison with general population data | 2010 | Australia | Original research (survey) | 6,479 | Undergraduate students from two large Australian universities | Financial difficulties, gender (being female), academic workload and year of study are predictors of stress. |
Sznitman et al. (2011) [58] | The neglected role of adolescent emotional well-being in national educational achievement: bridging the gap between education and mental health policies | 2011 | USA | Meta-analysis | N/A | N/A | Financial difficulties, especially during childhood, makes students more vulnerable to having mental health problems in university. |
Terebessy et al. (2016) [48] | Medical students' health behaviour and self-reported mental health status by their country of origin: a cross-sectional study | 2016 | Hungary | Original research (cross-sectional study) | 1,683 | Hungarian and non-Hungarian medical students studying in Hungary | A lack of sufficient physical activity is directly related to lower mental well-being among students. Increase in rigorous physical activity is associated with a better diet and a lower alcohol and tobacco consumption. |
Thomas et al. (2020) [56] | Student Loneliness: The Role of Social Media Through Life Transitions | 2020 | UK | Original research (survey) | 510 | First year undergraduate UK students | Loneliness and subsequently excessive social media usage are associated with SAD. |
Turner et al. (2007) [20] | Coventry university students' experience of mental health problems | 2007 | UK | Original research (questionnaire) | 527 | Coventry University undergraduate students | Being a member of ethnic minority increases mental health problem formation at university. Also, male students are less likely to seek help compared to females, which can exacerbate their mental health problems. |
Usher and Curran (2019) [37] | Predicting Australia's university students' mental health status | 2019 | Australia | Original research (cross-sectional study) | 2,326 | Australian universities | Gender, age, negative health behaviours, lower level of physical activity and poor social emotional wellbeing are risk factors associated with SAD. |
Vaughn et al. (2016) [59] | College student mental health and quality of workplace relationships | 2016 | USA | Original research (survey) | 170 | Part-time employed students | A lack of social support and problems with colleagues and peers in the working environment causes mental health problems among students. |
Whitton et al. (2013) [52] | Committed dating relationships and mental health among college students | 2012 | USA | Original research (survey) | 889 | Undergraduate students | A lack of sufficient social interaction and support network such as being in a committed relationship can damage mental health directly and indirectly (by increasing alcohol consumption). |
Yao et al. (2013) [55] | Freshman year mental health symptoms and level of adaptation as predictors of Internet addiction: a retrospective nested case-control study of male Chinese college students | 2013 | China | Original research (retrospective case-control study) | 977 | First year undergraduate students in North-western China University | Addiction to excessive and uncontrolled internet usage can cause stress, anxiety and depression among students. Prevalence of mental health problems was higher among first-year undergraduate students. |
Zeng et al. (2019) [39] | Prevalence of mental health problems among medical students in China: A meta-analysis | 2019 | China | Original research (cross-sectional study) | 30,817 | Chinese medical students | While age and gender are not risk factors, studying a difficult subject such as medicine can be a predictor of mental health problem in students. |
Zivin et al. (2009) [19] | Persistence of mental health problems and needs in a college student population | 2009 | USA | Original research (survey) | 2843 | Large American public universities | Social stigma associated with mental health acts as a risk factor for depression by prohibiting students from seeking help when under pressure. |
Risk Factors | Related Publications |
Psychological Factors | |
Low self-esteem and self-confidence | [22] |
Underlying mental health condition before entering the university | [25],[26],[31],[33] |
Personality type (high neuroticism and low extraversion) | [24] |
Loneliness | [24] |
Academic Factors | |
Fear of poor grades | [24],[27],[33],[34] |
Workload pressure | [21],[24],[27],[28],[32],[35],[64],[66],[67],[68] |
Exams and assessments | [35],[66] |
Wrong expectations from the university and course | [27],[28],[40] |
Negative relationship with teachers and staff | [27] |
Studying in a non-native language | [32] |
Lack of subject mastery | [24],[31] |
Year of study | [22],[30],[32] |
Guilt from making mistakes in workplace and assignments | [27] |
Entering a new environment for workplace | [27] |
Biological Factors | |
Underlying physical condition before entering university | [25],[26],[31],[33],[65] |
Gender | [20],[21],[28],[33],[34],[37],[63] |
Age | [37],[39],[40] |
Lifestyle Factors | |
Tobacco smoking, alcohol consumption, and drug abuse | [24],[28],[42],[46],[47] |
Lack of adequate physical activity | [27],[37],[48] |
Eating disorders | [28] |
Inadequate sleep | [28],[47] |
Social Factors | |
Lack of a supportive social network | [27],[37],[50],[51],[52],[57],[59],[67] |
Lack of social support from university | [31] |
Infrequent family visits | [33],[65] |
Lack of involvement in social activities | [33],[35],[37],[53],[57],[68] |
Internet addiction and excessive social media usage | [55],[56] |
Sexual victimization | [54] |
Belonging to a race or religion minority group | [16],[20],[40],[50] |
Social stigma associated with mental health | [16],[19],[25],[61],[63] |
Financial Factors | |
Lack of adequate financial support | [22],[50],[57],[60],[66] |
Low family income | [57] |
Childhood poverty | [58] |
Authors (Year) | Article title | Year | Country | Article type | Sample size | Sample type | Primary results |
Armstrong and Young (2015) [63] | Mind the gap: Person-centred delivery of mental health information to post-secondary students | 2015 | Canada | Original research (survey) | 271 | Randomly selected university students | Social stigma and gender (being a male) is associated with a poorer mental health among university students. |
Bovier et al. (2004) [31] | Perceived stress, internal resources, and social support as determinants of mental health among young adults | 2004 | Switzerland | Original research (survey) | 1,257 | Randomly selected university students | A lack of social support, unfamiliarity with the subject studying, underlying mental health condition and physical problems before entering the university are associated with increased level of stress. |
Bradley [60] | Responding effectively to the mental health needs of international students | 2000 | UK | Original research (survey) | 429 | International students in the UK universities | Insufficient financial support, social isolation and academic pressure causes stress and anxiety among international students studying in the UK university. |
Brockelman (2000) [40] | The interrelationship of self-determination, mental illness, and grades among university students | 2009 | USA | Original research (survey) | 375 | Undergraduate students at American universities | Ethnic group, low grades, age and wrong expectations from university diminishes students' determination, causing them to develop stress and anxiety. |
Cai et al. (2015) [42] | Social Smoking and Mental Health Among Chinese Male College Students | 2017 | China | Original research (questionnaire) | 1,327 | Male university students in China | While tobacco smoking can increase social bonding among male Chinese students, it adversely affects mental health. |
Wanda and Carla (2013) [27] | Stress, depression, and anxiety among undergraduate nursing students | 2013 | Canada | Original research (cross-sectional study) | 882 | Nursing students in Canadian universities | Academic pressure, fear of obtaining poor grades, lack of social support, problems with university staff and teachers, wrong expectation from the university, unfamiliarity with the new environment are risk factors of SAD. |
Erschens et al. (2018) [64] | Professional burnout among medical students: Systematic literature review and meta-analysis | 2018 | Germany | Systematic literature review and Meta-analysis | N/A | N/A | High academic workload and career concerns are predictor for development of SAD. |
Fortney et al. (2016) [25] | Prevalence of probable mental disorders and help-seeking behaviors among veteran and non-veteran community college students | 2016 | USA | Original research (survey) | 765 | Veteran and non-veteran students in American community colleges | Underlying mental and physical conditions before entering the university are risk factors for mental disorders. Social stigma significantly increases the risk. |
Ghodasara et al. (2011) [28] | Assessing Student Mental Health at the Vanderbilt University School of Medicine | 2011 | USA | Original research (survey) | 330 | Second- and third-year medical students of Vanderbilt University | Having a family history of mental health increases the probability of depression during university years. Regular exercise can act as a protective factor against depression and anxiety. |
Goodwill and Zhou (2020) [16] | Association between perceived public stigma and suicidal behaviors among college students of color in the U.S. | 2020 | USA | Original research (cross-sectional study) | 153,635 | American college students | Being a member of ethnic and religious minority group and experiencing social stigma are risk factor for depression and suicide ideation. |
Hafen et al. (2006) [65] | Predictors of depression and anxiety in first-year veterinary students: a preliminary report | 2006 | USA | Original research (cross-sectional study) | 93 | First year Veterinary students | Homesickness, underlying physical condition and a lack of clear understanding of university expectations are among risk factors for anxiety and depression in Veterinary students in USA. |
Hefner and Eisenberg (2009) [50] | Social Support and Mental Health Among College Students | 2009 | USA | Original research (survey) | 1,378 | Public university students | Being an international student, belonging to an ethnic or religious minority group and a lower socioeconomic status cause social isolation followed by SAD formation. |
Hunt et al. (2010) [66] | Mental health problems and help-seeking behavior among college students | 2010 | USA | Literature review | N/A | N/A | Financial constraints, lack of social interaction, and concerns about adjusting to university life are associated with increased stress and anxiety among university students. |
Ishii et al. (2018) [33] | What kinds of factors affect the academic outcomes of university students with mental disorders? A retrospective study based on medical records | 2018 | Japan | Original research (retrospective survey) | 573 | Undergraduate students at Tsukuba University in Japan | Infrequent family visits, lack of social engagement, gender (being a female), fear of poor grades and underlying mental health conditions are risk factors of students SAD among students in a Japanese university. |
Jenkins et al. (2019) [46] | Exploring the implications of a self-care assignment to foster undergraduate nursing student mental health: Findings from a survey research study | 2019 | Canada | Original research (cross-sectional study) | 89 | Mixed university students in Canada | A lack of self-care and having an unhealthy lifestyle are risk factors for stress and anxiety among students. A lack of self-care can cause sense of guilt which can pose as another risk factor. |
Kawase et al. (2008) [24] | Variables associated with the need for support in mental health check-up of new undergraduate students | 2008 | Japan | Original research (questionnaire) | 8,287 | Freshman students at Tokyo university | Personality type (high neuroticism and low extraversion), social isolation, fear of obtaining poor grades, and insufficient mastery of the subject are among strong predictors of mental health problems in Japanese universities. |
Kitzrow (2003) [67] | The Mental Health Needs of Today's College Students: Challenges and Recommendations | 2003 | USA | Literature review | N/A | N/A | Increased workload and a lack of adequate counselling service cause mental health difficulties among students. |
Lee et al. (2012) [32] | Mental Health and Coping Strategies among Medical Students | 2012 | South Korea | Original research (self-reported survey) | 384 | Korean medical students | Academic workload, concerns about academic career, and studying in a non-native language (English) are major risk factors associated with stress and depression. Students in different years of studies have different mechanisms for demonstrating their depression and lack of self-esteem. |
Li et al. (2019) [57] | Sensitive Periods of Moving on Mental Health and Academic Performance Among University Students | 2019 | China | Original research (self-reported survey and questionnaire) | 3,753 | First year undergraduate students | Moving residence during childhood and loss of social network are associated with SAD problems in university life, especially among families with a lower socioeconomic status. |
Macaskill (2012) [30] | The mental health of university students in the United Kingdom | 2012 | UK | Original research (cross-sectional study | 1,197 | UK undergraduate students | While subject of studying is not associated with mental health states of students, the year of studying correlates with the level of stress and anxiety. |
Maser et al. (2019) [21] | Medical Student Psychological Distress and Mental Illness Relative to the General Population: A Canadian Cross-Sectional Survey | 2019 | Canada | Original research (cross-sectional survey) | 4,613 | 17 Canadian medical schools | Subject of study (medicine) and gender (being a female) are associated with an elevated of stress and suicide ideation releative to general population. |
McDougall et al. (2019) [54] | The Relationship Between Non-Consensual Sex and Risk of Depression in Female Undergraduates at Universities in Maritime Canada | 2019 | Canada | Original research (cross-sectional survey) | 6,939 | Female undergraduate students at Canadian universities | Sexual victimization of female undergraduate students significantly increases stress and anxiety, and if untreated, causes depression. |
Meng et al. (2011) [51] | Susceptibility genes, social environmental risk factors and their interactions in internalizing disorders among mainland Chinese undergraduates | 2011 | China | Original research (genetic case-control study) | 528 | Healthy and genetically diseased undergraduate students | A lack of support from family and society and loneliness are associated with internalizing mental health disorders leading to SAD. |
Michalec and Keyes (2013) [53] | A multidimensional perspective of the mental health of preclinical medical students | 2013 | USA | Original research (survey) | 237 | Pre-clinical medical students | Lack of social activity involvement is a risk factor for SAD. Students entering the university have different psychological needs that those graduating. |
Miller-Graff et al. (2015) [26] | Typologies of childhood exposure to violence: associations with college student mental health | 2015 | USA | Original research (online questionnaire) | 395 | American universities | Exposure to violence during childhood and mental health associated with it poorer mental health of students in university. |
Park et al. (2020) [61] | Understanding Students' Mental Well-Being Challenges on a University Campus: Interview Study | 2020 | USA | Original research (semi-structured interview) | 19 | Undergraduate students at a large American university | Social stigma associated with mental health discourages students from disclosing their mental health problems which can lead to SAD. |
Ratanasiripong (2018) [22] | Mental Health and Well-Being of University Students in Okinawa | 2018 | Japan | Original research (cross-sectional survey) | 441 | 3 Japanese universities | A lack of self-esteem, a lower socioeconomic background of the family and elevated academic workload are strong predictors of anxiety and stress among students. |
Rosenthal et al. (2018) [47] | Alcohol consequences, not quantity, predict major depression onset among first-year female college students | 2018 | USA | Original research (prospective longitudinal survey) | 412 | First year female college students | Alcohol consumption is a major risk factor for university students, especially for females. Other factors include sexual victimization and lower socioeconomic status. |
Scholz et al. (2016) [35] | Risk factors for mental disorders develop early in German students of dentistry | 2016 | Germany | Original research (survey) | 163 | Dentistry students in German universities | Academic workload and lack of engagement in social activities, especially during exam time, are risk factors of stress and anxiety. |
Sprung and Rogers (2020) [68] | Work-life balance as a predictor of college student anxiety and depression | 2020 | USA | Original research (cross-sectional survey) | 111 | Private American universities | A lack of balance between academic and social life causes formation of anxiety and depression among students in American universities. |
Stallman (2010) [34] | Psychological distress in university students: A comparison with general population data | 2010 | Australia | Original research (survey) | 6,479 | Undergraduate students from two large Australian universities | Financial difficulties, gender (being female), academic workload and year of study are predictors of stress. |
Sznitman et al. (2011) [58] | The neglected role of adolescent emotional well-being in national educational achievement: bridging the gap between education and mental health policies | 2011 | USA | Meta-analysis | N/A | N/A | Financial difficulties, especially during childhood, makes students more vulnerable to having mental health problems in university. |
Terebessy et al. (2016) [48] | Medical students' health behaviour and self-reported mental health status by their country of origin: a cross-sectional study | 2016 | Hungary | Original research (cross-sectional study) | 1,683 | Hungarian and non-Hungarian medical students studying in Hungary | A lack of sufficient physical activity is directly related to lower mental well-being among students. Increase in rigorous physical activity is associated with a better diet and a lower alcohol and tobacco consumption. |
Thomas et al. (2020) [56] | Student Loneliness: The Role of Social Media Through Life Transitions | 2020 | UK | Original research (survey) | 510 | First year undergraduate UK students | Loneliness and subsequently excessive social media usage are associated with SAD. |
Turner et al. (2007) [20] | Coventry university students' experience of mental health problems | 2007 | UK | Original research (questionnaire) | 527 | Coventry University undergraduate students | Being a member of ethnic minority increases mental health problem formation at university. Also, male students are less likely to seek help compared to females, which can exacerbate their mental health problems. |
Usher and Curran (2019) [37] | Predicting Australia's university students' mental health status | 2019 | Australia | Original research (cross-sectional study) | 2,326 | Australian universities | Gender, age, negative health behaviours, lower level of physical activity and poor social emotional wellbeing are risk factors associated with SAD. |
Vaughn et al. (2016) [59] | College student mental health and quality of workplace relationships | 2016 | USA | Original research (survey) | 170 | Part-time employed students | A lack of social support and problems with colleagues and peers in the working environment causes mental health problems among students. |
Whitton et al. (2013) [52] | Committed dating relationships and mental health among college students | 2012 | USA | Original research (survey) | 889 | Undergraduate students | A lack of sufficient social interaction and support network such as being in a committed relationship can damage mental health directly and indirectly (by increasing alcohol consumption). |
Yao et al. (2013) [55] | Freshman year mental health symptoms and level of adaptation as predictors of Internet addiction: a retrospective nested case-control study of male Chinese college students | 2013 | China | Original research (retrospective case-control study) | 977 | First year undergraduate students in North-western China University | Addiction to excessive and uncontrolled internet usage can cause stress, anxiety and depression among students. Prevalence of mental health problems was higher among first-year undergraduate students. |
Zeng et al. (2019) [39] | Prevalence of mental health problems among medical students in China: A meta-analysis | 2019 | China | Original research (cross-sectional study) | 30,817 | Chinese medical students | While age and gender are not risk factors, studying a difficult subject such as medicine can be a predictor of mental health problem in students. |
Zivin et al. (2009) [19] | Persistence of mental health problems and needs in a college student population | 2009 | USA | Original research (survey) | 2843 | Large American public universities | Social stigma associated with mental health acts as a risk factor for depression by prohibiting students from seeking help when under pressure. |
Risk Factors | Related Publications |
Psychological Factors | |
Low self-esteem and self-confidence | [22] |
Underlying mental health condition before entering the university | [25],[26],[31],[33] |
Personality type (high neuroticism and low extraversion) | [24] |
Loneliness | [24] |
Academic Factors | |
Fear of poor grades | [24],[27],[33],[34] |
Workload pressure | [21],[24],[27],[28],[32],[35],[64],[66],[67],[68] |
Exams and assessments | [35],[66] |
Wrong expectations from the university and course | [27],[28],[40] |
Negative relationship with teachers and staff | [27] |
Studying in a non-native language | [32] |
Lack of subject mastery | [24],[31] |
Year of study | [22],[30],[32] |
Guilt from making mistakes in workplace and assignments | [27] |
Entering a new environment for workplace | [27] |
Biological Factors | |
Underlying physical condition before entering university | [25],[26],[31],[33],[65] |
Gender | [20],[21],[28],[33],[34],[37],[63] |
Age | [37],[39],[40] |
Lifestyle Factors | |
Tobacco smoking, alcohol consumption, and drug abuse | [24],[28],[42],[46],[47] |
Lack of adequate physical activity | [27],[37],[48] |
Eating disorders | [28] |
Inadequate sleep | [28],[47] |
Social Factors | |
Lack of a supportive social network | [27],[37],[50],[51],[52],[57],[59],[67] |
Lack of social support from university | [31] |
Infrequent family visits | [33],[65] |
Lack of involvement in social activities | [33],[35],[37],[53],[57],[68] |
Internet addiction and excessive social media usage | [55],[56] |
Sexual victimization | [54] |
Belonging to a race or religion minority group | [16],[20],[40],[50] |
Social stigma associated with mental health | [16],[19],[25],[61],[63] |
Financial Factors | |
Lack of adequate financial support | [22],[50],[57],[60],[66] |
Low family income | [57] |
Childhood poverty | [58] |