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Cross-Sectional Analysis of Mental Health among University Students: Do Sex and Academic Level Matter?

Author

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  • Carsten Müller

    (Department of Applied Health Sciences, Hochschule für Gesundheit, 44801 Bochum, Germany
    University Sports, University of Münster, 48149 Münster, Germany)

  • Kareem El-Ansari

    (Faculty of Medicine, Ain Shams University, Cairo 11591, Egypt)

  • Walid El Ansari

    (Department of Surgery, Hamad General Hospital, Hamad Medical Corporation, Doha 3050, Qatar
    College of Medicine, Qatar University, Doha 2713, Qatar
    Weill Cornell Medicine—Qatar, Doha 24144, Qatar)

Abstract

University students’ mental health and well-being is a growing public health concern. There is a lack of studies assessing a broad range of mental health domains by sex and academic level of study. This cross-sectional online survey of BSc, MSc, and PhD students ( n = 3353, 67% female) enrolled at one university in Germany assessed a wide scope of mental health domains, covering positive (i.e., self-rated health, self-esteem, student engagement) and negative aspects (i.e., perceived stress, irritation, and screening positive for depression, anxiety, comorbidity, and psychological distress). We evaluated differences in mental health by sex and academic level. Overall, although self-rated health did not differ by sex and academic level, females and lower academic level were associated with less favorable mental health. Males reported higher prevalence of high self-esteem, and higher engagement (all p ≤ 0.04). Conversely, mean perceived stress and cognitive/emotional irritation were higher among females, as were rates for positive screenings for anxiety, anxiety and depression comorbidity, and psychological distress ( p < 0.001 for all). Likewise, lower academic level (BSc) was associated with lower rates of high self-esteem ( p ≤ 0.001), increased perceived stress ( p < 0.001), and higher prevalence of positive screening for depression, anxiety, comorbidity, and psychological distress ( p ≤ 0.002 for all), while higher academic level (PhD) was linked to increased student engagement ( p < 0.001 for all). Although the effect sizes of sex and academic level on student mental health were modest, these findings support a need for action to establish and expand early detection and prevention programs, on-campus advisory services, and peer counseling that focus on the sex-specific and academic-study-level-specific factors, as well as mental health and career development resources for students. Academics and policy makers need to consider multipronged intervention strategies to boost confidence of students and their academic career.

Suggested Citation

  • Carsten Müller & Kareem El-Ansari & Walid El Ansari, 2022. "Cross-Sectional Analysis of Mental Health among University Students: Do Sex and Academic Level Matter?," IJERPH, MDPI, vol. 19(19), pages 1-14, October.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:19:p:12670-:d:932932
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    References listed on IDEAS

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    1. Carsten Müller & Kareem El-Ansari & Walid El Ansari, 2022. "Health-Promoting Behavior and Lifestyle Characteristics of Students as a Function of Sex and Academic Level," IJERPH, MDPI, vol. 19(12), pages 1-18, June.
    2. Yolanda Navarro-Abal & Juan Gómez-Salgado & María José López-López & José Antonio Climent-Rodríguez, 2018. "Organisational Justice, Burnout, and Engagement in University Students: A Comparison between Stressful Aspects of Labour and University Organisation," IJERPH, MDPI, vol. 15(10), pages 1-12, September.
    3. Elena Fernández-Martínez & Elena Andina-Díaz & Rosario Fernández-Peña & Rosa García-López & Iván Fulgueiras-Carril & Cristina Liébana-Presa, 2017. "Social Networks, Engagement and Resilience in University Students," IJERPH, MDPI, vol. 14(12), pages 1-16, December.
    4. Georgios Papazisis & Panagiotis Nicolaou & Evangelia Tsiga & Theodora Christoforou & Despina Sapountzi‐Krepia, 2014. "Religious and spiritual beliefs, self‐esteem, anxiety, and depression among nursing students," Nursing & Health Sciences, John Wiley & Sons, vol. 16(2), pages 232-238, June.
    5. Marta Gil-Lacruz & María Luisa Gracia-Pérez & Ana Isabel Gil-Lacruz, 2019. "Learning by Doing and Training Satisfaction: An Evaluation by Health Care Professionals," IJERPH, MDPI, vol. 16(8), pages 1-13, April.
    6. Enrique Ramón-Arbués & Vicente Gea-Caballero & José Manuel Granada-López & Raúl Juárez-Vela & Begoña Pellicer-García & Isabel Antón-Solanas, 2020. "The Prevalence of Depression, Anxiety and Stress and Their Associated Factors in College Students," IJERPH, MDPI, vol. 17(19), pages 1-15, September.
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    1. Krisztina Szegedi & Zsuzsanna Győri & Tímea Juhász, 2024. "Factors affecting quality of life and learning-life balance of university students in business higher education," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-10, December.

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