Mental Distress, Coping Strategies, and Academic Achievement among University Students

Abstract

Emerging research suggests that the global prevalence of youth mental distress has increased considerably during COVID-19 pandemic. Mental health among Kenyan Youth had already been deteriorating prior to the pandemic. This is largely attributed to academic pressure, financial constraints, interpersonal relations, and adjustment to university environment. Negative coping strategies, such as alcohol and substance use, adversely affect academic advancement, and mostly lead to students drop out. It is often unclear what preventive measures and interventions might be effective for university students. This study (a) examines the relationship among mental distress and undergraduate students’ academic achievement and (b) assesses the role of coping strategies in this relationship. The study adopted a descriptive survey and correlational research design. Participants were 277 students (Females = 52%, Males = 48%) randomly sampled from four universities in Kenya (two public and two private). Ethical approval for the study was obtained from the relevant authorities. The majority (91.3%) were aged above 18 years. Self-report Depression, Anxiety and Stress Scale-21 Items (DASS-21) and Stress Coping Strategies Questionnaire (SCSQ) were adopted to measure mental health and coping strategies, respectively. Students indicated their Grade Point Average (GPA) as shown in the university system. Findings indicated that a significant negative correlation was established between overall mental distress and GPA (r = - .15, p = .01). Unexpectedly, coping strategies did not mediate the association between mental distress and academic achievement as measured by the GPA. The findings are discussed in relation to previous studies and implications for university education.