Abstract
ABSTRACTPrevalence of mental health problems in university students is increasing and attributable to academic, financial and social stressors. Lack of social support is a known determinant of mental health problems. We examined the differential impact of sources of social support on student wellbeing. University students completed an online survey measuring depressive symptoms (Patient Health Questionnaire (PHQ-9)), social support (Multidimensional Perceived Social Support (MPSS)), and quality of life (WHOQOL-BREF). The sample was 461 students (82% female, mean age 20.62 years). The prevalence of depressive symptoms was 33%. Social support from family, and friends was a significant predictor of depressive symptoms (p = 0.000*). Quality of life (psychological) was significantly predicted by social support from family and friends. Quality of life (social relationships) was predicted by social support from significant others and friends. Sources of social support represent a valuable resource for universities in protecting the mental health of students.
Highlights
Depression is a common global health problem, one of the most common causes of disability, and affects around 9% of men and 17% of women in Europe (World Health Organisation, 2016)
In the United Kingdom (UK) a recent national survey of 1,2000 university students found that 80% of students reported experiencing stress, 55% reported anxiety and 49% reported depression (Brown, 2016)
This research study aimed to determine the impact of social support on depressive symptoms and quality of life among university students
Summary
Depression is a common global health problem, one of the most common causes of disability, and affects around 9% of men and 17% of women in Europe (World Health Organisation, 2016). For many students going to university can be a stressful life event as they negotiate changes in lifestyle, community and relationships (Bayram & Bilgel, 2008; Ibrahim et al, 2013; Steptoe, Tsuda, & Tanaka, 2007). The transition from adolescence to young adulthood brings significant challenges such as being accorded with the opportunity to manage one’s life and deal with roles of greater independence (Lenz, 2001). During this transition the young person is able to explore and experiment on who they are and who they want to be in the future. It is the first time of living away from home for an extended period
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