Abstract
Mental health problems significantly affect students' university education. However, studies about mental health literacy (MHL) among Saudi university students are very limited. The two-fold objective of this study was to validate an Arabic version of the Mental Health Literacy Scale (MHLS) and assess the MHL of university students. The study participants involved 339 female students. Psychometric evaluation of the MHLS–Arabic version was conducted, and correlation and regression analyses were performed. The scale was successfully cross culturally adapted and found to be valid and reliable. The highest MHL indicator was the students' perception of confidence in using a computer or telephone to inquire about mental illness data. Conversely, the lowest MHL indicator was the student's disagreement with the notion that mental infirmity is not an actual medical challenge. Marital status, college attended, and academic level were found to have statistically significant effects on the MHL of university students. The Arabic version of the MHLS validly and reliably assessed MHL. This work adds to existing evidence for assessing MHL and can help administrators formulate better strategies to improve the MHL of university students.
Highlights
The challenges associated with mental health significantly impinge on academic performance [1, 2] and increase tertiary education dropout rates [3]
Regression analysis revealed that marital status (ß = 0.19, 95% CI = −0.60, 1.79), college attended (ß = 0.15, 95% CI = −0.05, 0.53), and academic level (ß = 0.08, 95% CI = −0.20, 0.41) had effects on the mental health literacy (MHL) among female university students
The wording of the variables that were loaded in Factors 1–4 of the Mental Health Literacy Scale (MHLS)—Arabic version more likely described the concept of mental illness than mental health
Summary
The challenges associated with mental health significantly impinge on academic performance [1, 2] and increase tertiary education dropout rates [3]. Students are often attracted to study in universities of their chosen programs. They are rarely adequately prepared and acquainted with the realities associated with the effect of university life on their physical, emotional, spiritual, and mental well-being. As cited by Nguyen Thai and Nguyen [4] from the World Health Organization [5], approximately 450 million individuals have mental disorders, and these conditions commonly arise during adolescence and young adulthood. Students experience increased levels of psychological and academic distress, succumb to the pressures
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