The Relation between Personality, Mental Health and Academic Performance in University Students*

1965 ◽  
Vol 4 (4) ◽  
pp. 244-253 ◽  
Author(s):  
R. P. KELVIN ◽  
C. J. LUCAS ◽  
A. B. OJHA
Keyword(s):  
Mental Health ◽  
Academic Performance ◽  
University Students

Relationship between satisfaction with learning outcomes and mental health among medical and engineering students

2020 ◽  
pp. 70-78
Author(s):  
O. Bukhanovskaya ◽  
N. Demcheva
Keyword(s):  
Mental Health ◽  
Academic Performance ◽  
Mental Disorders ◽  
University Students ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Clinical Forms ◽  
Complete Survey ◽  
Medical University

Method of calculating the index of crisis of gratification has been developed on the basis of the complete survey of 995 students of medical university and 804 students of engineering university, determination of clinical and social parameters and factors related to the process of education in the specialized university. It included: a scale for the assessment of the degree of intellectual intensity, academic performance, stress situations related to the peculiarities of education. Reliable differences in values between groups of healthy students, students with preclinical and clinical forms of mental disorders are revealed as a result of calculation of the index of gratification. The authors conclude that satisfaction with the results of education has a significant impact on the mental health of university students.

scholarly journals Using an online CBT-based intervention to improve academic performance in students with low mood: A pre-post study with historical control

2021 ◽  
Author(s):  
Suheir Awadalla ◽  
Bethan Davies ◽  
Cristine Glazebrook
Keyword(s):  
Mental Health ◽  
Academic Performance ◽  
Depressive Symptoms ◽  
University Students ◽  
Skills Training ◽  
Historical Control ◽  
Control Group ◽  
Post Intervention ◽  
Historic Control

Abstract Background Online CBT-based interventions have shown potential to improve mental health in university students. However, their impacts in West Asian cultures and on educational achievement have yet to be fully investigated. This study aims to explore the feasibility, acceptability and potential effectiveness of a self-directed, internet-delivered, cognitive-behavioural skills training program (MoodGYM) in reducing depression and improving academic performance in university students in the United Arab Emirates (UAE). Methods This exploratory pre-post intervention study with an historic control group recruited 50 students from one UAE university, with GPA < 2 and self-reporting at least one of two key depressive symptoms. Pre-intervention, participants completed an online survey including most recent grade point average (GPA), number of attendance warnings and the Hospital Anxiety and Depression Scale (HADS). Participants were then sent a link to MoodGYM. After eight weeks, 44 participants repeated the survey and provided feedback on MoodGYM (88% follow-up). A subgroup of 19 students with GPA scores < 2 at baseline formed an historical control group for change in GPA and attendance warnings. Results Total HADS-Depression scores fell at post intervention (P = 0.004) and the proportion of participants scoring above the cut-off for depression (HADS-D ≥ 8) fell from 77.2–27.3% (p < 0.001). There was also a substantial fall in HADS-Anxiety scores (p < 0.001) and the proportion of participants above the cut-off for anxiety (HADS-A ≥ 8) fell from 50% to 11.4 % (p = 0.001). GPA scores improved substantially over time (p < 0.001, d = 1.3) and attendance warnings reduced (p = 0.008, d = 0.6). Compared to historic control, the intervention group had higher GPA at follow-up (p < 0.030 d = 0.6) fewer attendance warnings (p = 0.036 d = 0.7). Most students (79.6%) evaluated MoodGYM as useful and all students completed at least 2 MoodGYM modules. More modules completed (p = 0.005) and greater reduction in attendance warnings (p = 0.007) were independently associated with greater improvement in GPA scores at follow-up. Conclusions This study provides support for a web based mental health promotion intervention (MoodGYM) to improve academic achievement in university students with depressive symptoms. Further research is needed to explore how MoodGYM can be best implemented within University settings.

scholarly journals Academic performance of students who underwent psychiatric treatment at the students’ mental health service of a Brazilian university

2017 ◽  
Vol 135 (1) ◽  
pp. 23-28 ◽  
Author(s):  
Cláudia Ribeiro Franulovic Campos ◽  
Maria Lilian Coelho Oliveira ◽  
Tânia Maron Vichi Freire de Mello ◽  
Clarissa de Rosalmeida Dantas
Keyword(s):  
Mental Health ◽  
Academic Performance ◽  
Mental Health Service ◽  
Mental Disorders ◽  
Health Service ◽  
University Students ◽  
Psychiatric Treatment ◽  
Control Group ◽  
Completion Rates ◽  
Severe Mental Disorders

ABSTRACT CONTEXT AND OBJECTIVE: University students are generally at the typical age of onset of mental disorders that may affect their academic performance. We aimed to characterize the university students attended by psychiatrists at the students’ mental health service (SAPPE) and to compare their academic performance with that of non-patient students. DESIGN AND SETTING: Cross-sectional study based on review of medical files and survey of academic data at a Brazilian public university. METHODS: Files of 1,237 students attended by psychiatrists at SAPPE from 2004 to 2011 were reviewed. Their academic performance coefficient (APC) and status as of July 2015 were compared to those of a control group of 2,579 non-patient students matched by gender, course and year of enrolment. RESULTS: 37% of the patients had had psychiatric treatment and 4.5% had made suicide attempts before being attended at SAPPE. Depression (39.1%) and anxiety disorders/phobias (33.2%) were the most frequent diagnoses. Severe mental disorders such as psychotic disorders (3.7%) and bipolar disorder (1.9%) were less frequent. Compared with non-patients, the mean APC among the undergraduate patients was slightly lower (0.63; standard deviation, SD: 0.26; versus 0.64; SD: 0.28; P = 0.025), but their course completion rates were higher and course abandonment rates were lower. Regarding postgraduate students, patients and non-patients had similar completion rates, but patients had greater incidence of discharge for poor performance and lower dropout rates. CONCLUSION: Despite the inclusion of socially vulnerable people with severe mental disorders, the group of patients had similar academic performance, and in some aspects better, than, that of non-patients.

scholarly journals Facilitating a supportive learning experience: The lecturer's role in addressing mental health issues of university students during COVID-19

2021 ◽  
Vol 18 (6) ◽  
pp. 69-81
Author(s):  
Caroline Heim ◽  
◽  
Christian Heim ◽  
Keyword(s):  
Mental Health ◽  
Academic Performance ◽  
University Students ◽  
Learning Experience ◽  
Mental Health Program ◽  
Cost Effective ◽  
Poor Mental Health ◽  
Health Issues ◽  
University Professors ◽  
Mental Health Issues

During COVID-19, rates of mental health issues, particularly anxiety, rose significantly in university students. In the scramble to adapt to online learning, university professors were overwhelmed with material aimed at facilitating a supportive learning experience and preserving student academic performance in online contexts yet were ill-equipped to cope with the increased volume of mental health issues encountered. Many studies attest to the association between poor mental health and academic performance. It has been shown that students often report their mental health issues to university professors who are called upon to cope with these issues as best they can. This paper outlines strategies undertaken, in the context of a novel undergraduate mental health program, to address emergent mental health issues during Covid-19 student isolation. These practical, cost effective interventions can be used to successfully give voice to ongoing student mental health issues in a post-Covid world and to help professors feel equipped and empowered enough to contribute to stemming the tide of rising rates of mental illness meaningfully, appropriately and professionally.

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