On the nature, predictors, and outcomes of undergraduate students' psychological distress profiles

Abstract

Although it is well known that psychological distress is a widespread phenomenon among undergraduate students, especially in the aftermath of the COVID-19 pandemic, research on the heterogeneity of the psychological distress manifestations observed in this population is still lacking. This study sought to investigate the nature of psychological distress profiles among a sample of 1053 undergraduate students (78.2 % female; Mage = 22.60, SDage = 4.72) who completed our measures roughly six months into the COVID-19 pandemic. Levels of depression, generalized anxiety, performance anxiety, and emotional exhaustion were evaluated while also accounting for participants' global levels of distress across all types of manifestations. Moreover, we also considered the role played by contextual (university educational climate) and individual (student trait self-control) factors as predictors of profile membership, while controlling for students' sociodemographic characteristics (age, sex, residence status, parental education level, and immigration status). Finally, students' levels of suicidal ideation and risk behaviors (substance use, sedentary time, and fast-food consumption) were contrasted across profiles. Our analyses revealed five quantitatively and qualitatively distinct profiles of psychological distress (Low Distress, Emotional Exhaustion, Performance Anxiety, General Distress, and Exhausted with Performance Anxiety). Controlling for sociodemographic characteristics, a need supportive educational climate and higher levels of trait self-control predicted a higher likelihood of membership into the most adaptive profiles (e.g., Low Distress). Lastly, membership to the General Distress and Exhausted with Performance Anxiety profiles was associated with the least desirable outcomes. Educational relevance statementIn this study, we identified five qualitatively distinctive profiles of psychological distress among a sample of 1053 undergraduate students during the first months of the COVID-19 pandemic. These profiles were estimated based on students' specific levels of depression, generalized anxiety, performance anxiety and emotional exhaustion as well as on their global levels of distress encompassing all these specific indicators. Our results demonstrated that a need-supportive educational climate (i.e., the extent to which study programs are designed in ways that promote students' sense of autonomy, competence, and relatedness) and trait self-control (i.e., the capacity to exert control over one's mental states and behaviors) protected students against the endorsement of the worst profiles, while membership to the worst profiles was related to the most negative outcomes in terms of suicidal ideation and risk behaviors. By relying on such a person-centered approach, this study highlighted the heterogeneity present within university students in terms of psychological distress manifestations and severity. This should help institutions of higher education identify the students most at risk of negative outcomes likely to negatively impact their health and academic functioning, while also informing these institutions about potential intervention strategies that could help reduce the prevalence of the worst psychological distress profiles.