Relationship Between Critical Thinking Skills and Mental Health Status Among University Students

Abstract

This research delves into the intricate relationship between critical thinking skills and mental health status among university students in Selangor, presenting a nuanced exploration of the dynamic interplay between cognitive aptitude and emotional well-being. Employing a one-stage cluster random sampling method, 132 third-year students participated in the study, contributing to a nuanced understanding of this symbiotic relationship. The research utilized established measures to assess critical thinking skills and mental health status, revealing a noteworthy high level of critical thinking skills among participants. Concurrently, the mental health status was identified as moderate, highlighting potential areas for targeted intervention. Correlation analysis uncovered a significant negative relationship between critical thinking skills and mental health status, suggesting that heightened critical thinking abilities are associated with improved mental well-being. This implies that students with advanced critical thinking skills are likely to experience fewer mental health issues. The study's implications extend comprehensively to stakeholders, emphasizing the need for a holistic approach to student development. Students gain self-awareness, educators learn strategies to enhance students' mental health, and mental health professionals can target interventions more effectively. Parents, as key supporters, are empowered with insights to guide their children's academic and emotional journey. Policymakers can use the findings to advocate for comprehensive mental health programs within educational institutions. In conclusion, this study contributes to the growing body of knowledge by revealing the intricate relationship between critical thinking and mental health among university students, signalling the need for collaborative efforts to nurture a balanced and resilient student population