Well-being Of College Students Research Articles

Better emotion regulation mediates gratitude and increased stress in undergraduate students across a university semester.

It is well established that university students are vulnerable to poor mental health. Although increased gratitude has been shown to reduce stress among students, a clearer understanding of key mechanisms underpinning this relationship are needed to better inform theoretical models and potential interventions targeted at improving well-being in university students. The present study provides the first direct test of whether capacity for emotion regulation mediates the relationship of gratitude with stress at the beginning and middle of the academic semester. This study is also the first to assess this relationship in a cross-lagged panel mediation model. We used a repeated measures design and a total of 343 undergraduate students completed two online surveys with validated measures of gratitude, stress, and emotion regulation-one at the beginning and the second in the middle of the academic semester. Results showed that emotion regulation mediated the relationship between gratitude and stress at the beginning of semester, and again 6weeks later. A Clogg's z-score test suggested that the strength of the indirect effect significantly increased across the two time points. A post-hoc cross-lagged panel model found that high gratitude at the beginning of the semester predicted low stress in the middle of the semester via emotion regulation. These data provide novel evidence that emotion regulation may serve as a key protective factor against undergraduate stress. The results provide evidence to support leading theories on how gratitude can reduce stress and promote well-being in university students. They also highlight the practical importance of strengthening emotion regulation abilities in university students and can be used to inform future targeted interventions to improve well-being in university students.

The Impact of Resilience Interventions on University Students’ Mental Health and Well-Being: A Systematic Review

Attending university is a time of considerable change, and there are rising concerns about the mental health and well-being of university students, leading to calls for a whole-university approach to student support. Resilience interventions offer an opportunity to improve mental health and well-being, whilst also developing a much sought-after graduate attribute. We conducted a systematic review of interventions designed to increase university students’ levels of resilience and examined the impact of these on students’ mental health and well-being. Five databases identified 1377 unique records, 47 of which were eligible for inclusion. Eligible studies were drawn from a range of countries and adopted different designs, with the most common being the randomised controlled trial (RCT). Interventions were classified into mindfulness, skills-based, psychoeducation, and coaching, with delivery both online and face-to-face. The most common outcomes were depression, anxiety, stress, and well-being. The ‘Quality Assessment Tool for Before-After (Pre-/Post) Studies’ was used to assess the risk of bias with most studies rated as fair. Overall, the studies indicated that there is little evidence of a positive effect on depression, but stress and anxiety may be reduced following interventions. Well-being data were inconclusive. Interestingly, most interventions did not impact measures of resilience or mindfulness, despite the training targeting these constructs. The available research is currently limited and there is a need for more high-quality designs providing descriptions of interventions.

Research on the influencing factors of subjective well-being of Chinese college students based on panel model

The subjective well-being of Chinese college students has always been a topic of concern. Subjective well-being is an overall evaluation of the quality of life according to the standards set by individuals, which is of great significance to the development of college students. Based on the data published in the past 5 years of China’s comprehensive social survey, this study uses panel model and adversarial explanatory structure model to analyze the influencing factors of subjective well-being of Chinese college students from five dimensions: social equity attitude, parental education, use of network, social interaction and physical health. The results show that social justice attitude, parents’ education, network use, social interaction and physical health have a positive impact on the subjective well-being of Chinese college students. Among them, the use of the network and the education of parents mainly affect the social justice attitude, social interaction attitude, physical health status, and ultimately affect the subjective well-being of college students. Based on the above conclusions, this study proposes strategies to improve the subjective well-being of college students, which has certain reference and guiding significance for educators and decision makers, and has reference significance for developing countries.

Analyzing the impact of unemployment on mental health among Chinese university graduates: a study of emotional and linguistic patterns on Weibo

PurposeThis study explores the intricate relationship between unemployment rates and emotional responses among Chinese university graduates, analyzing how these factors correlate with specific linguistic features on the popular social media platform Sina Weibo. The goal is to uncover patterns that elucidate the psychological and emotional dimensions of unemployment challenges among this demographic.MethodsThe analysis utilized a dataset of 30,540 Sina Weibo posts containing specific keywords related to unemployment and anxiety, collected from January 2019 to June 2023. The posts were pre-processed to eliminate noise and refine the data quality. Linear regression and textual analyses were employed to identify correlations between unemployment rates for individuals aged 16–24 and the linguistic characteristics of the posts.ResultsThe study found significant fluctuations in urban youth unemployment rates, peaking at 21.3% in June 2023. A corresponding increase in anxiety-related expressions was noted in the social media posts, with peak expressions aligning with high unemployment rates. Linguistic analysis revealed that the category of “Affect” showed a strong positive correlation with unemployment rates, indicating increased emotional expression alongside rising unemployment. Other categories such as “Negative emotion” and “Sadness” also showed significant correlations, highlighting a robust relationship between economic challenges and emotional distress.ConclusionThe findings underscore the profound impact of unemployment on the emotional well-being of university students, suggesting that economic hardships are closely linked to psychological stress and heightened negative emotions. This study contributes to a holistic understanding of the socio-economic challenges faced by young adults, advocating for comprehensive support systems that address both the economic and psychological facets of unemployment.

The role of digitalization in knowledge exchange and sources of knowledge acquisition for students’ well-being

ABSTRACT The purpose of this study is to evaluate the psychological well-being of university students in the context of the impact made by knowledge exchange in online learning. The research includes case analysis and collects feedback from students and teachers on tasks in digital format. The study involved 219 students from two Russian universities, who formed experimental and control groups. Before the cluster training program, both groups took the “Psychological Well-being Test” method at the start of the educational process. After completing the digital knowledge exchange program, students took the test again. The results showed a significant correlation between the experimental and control groups. There was a significant improvement in the effectiveness of students in the experimental group in terms of interpersonal interaction during the preparation of reports (p = 4.187). Practically, this study confirms the effectiveness of digital knowledge exchange in the context of improving the well-being of students.

The Impacts of Visible Green Spaces on the Mental well-being of University Students

AbstractThe benefits of green spaces on individuals’ health have been widely acknowledged due to their inherent natural qualities. Currently, university students are experiencing significantly higher levels of mental health problems than other social groups. There is a scarcity of studies examining the association between built environment factors and mental health issues among university students, particularly in the Chinese context. University campuses in China are physically isolated, secluded communities, and in this respect, they differ markedly from the spatial organisation patterns of Western universities. Therefore, this study focuses on the correlation between the extent of green space exposure within closed university campuses and the occurrence of mental health issues among resident students. A deep-learning methodology incorporating streetscape images, remote sensing data, and multilevel linear modelling is employed in order to facilitate a comprehensive analysis. The results demonstrate a negative correlation between green space exposure on campus and the level of mental health issues among university students. Individual socio-demographic characteristics, such as whether a person has a partner, are also found to influence the level of mental health issues that they experience. In addition, a significant relationship is found between travel patterns and mental health issues, with students who walked regularly having a lower incidence of mental health issues than those who drove. Our research indicates that, in order to foster healthier communities and enhance social inclusion, urban planners should prioritise the development of greener campuses and urban transport services to improve accessibility to green spaces.

Comparison of Self-Tracking Health Practices, eHealth Literacy, and Subjective Well-Being Between College Students With and Without Disabilities: Cross-Sectional Survey.

College students with disabilities need to transition from pediatric-centered care to adult care. However, they may become overwhelmed by multiple responsibilities, such as academic activities, peer relationships, career preparation, job seeking, independent living, as well as managing their health and promoting healthy behaviors. As the use of smartphones and wearable devices for collecting personal health data becomes popular, this study aimed to compare the characteristics of self-tracking health practices between college students with disabilities and their counterparts. In addition, this study examined the relationships between disability status, self-tracking health practices, eHealth literacy, and subjective well-being among college students. The web-based questionnaire was designed using Qualtrics for the cross-sectional online survey. The survey data were collected from February 2023 to April 2023 and included responses from 702 participants. More than 80% (563/702, 80.2%) of the respondents participated voluntarily in self-tracking health practices. College students with disabilities (n=83) showed significantly lower levels of eHealth literacy and subjective well-being compared with college students without disabilities (n=619). The group with disabilities reported significantly lower satisfaction (t411=-5.97, P<.001) and perceived efficacy (t411=-4.85, P<.001) when using smartphone health apps and wearable devices. Finally, the study identified a significant correlation between subjective well-being in college students and disability status (β=3.81, P<.001), self-tracking health practices (β=2.22, P=.03), and eHealth literacy (β=24.29, P<.001). Given the significant relationships among disability status, self-tracking health practices, eHealth literacy, and subjective well-being in college students, it is recommended to examine their ability to leverage digital technology for self-care. Offering learning opportunities to enhance eHealth literacy and self-tracking health strategies within campus environments could be a strategic approach to improve the quality of life and well-being of college students.

Latent profiles of emotion regulation among university students: links to repetitive negative thinking, internet addiction, and subjective wellbeing.

Recent years have seen a deterioration in the mental health of university students and notable surge in the need for psychological support. Due to its links to psychopathology and high-risk behaviors, difficulty in emotion regulation frequently serves as a transdiagnostic dimension. This cross-sectional study used a person-centered analytical approach (latent profile analysis; LPA) to identify groups of Portuguese university students with similar profiles of emotion regulation difficulties (N = 261; Mage = 22.5 ± 1.2 years; n = 213 female) and describe how these groups differ in their presentation of repetitive negative thinking, internet addiction, and subjective wellbeing. The analyses identified four latent profiles: 14.5% of students showed global dysregulation (the Low Emotion Regulation Profile), 23% were moderately dysregulated with elevated problems in goal-directed behavior (the Moderate Emotion Regulation Profile), 8% showed specific difficulties with low emotional awareness and clarity (the Low Insight Profile), and 54.4% showed adaptive emotion regulation (the High Emotion Regulation Profile). As anticipated, the Low Emotion Regulation Profile had the lowest subjective wellbeing and the highest prevalence of repetitive negative thinking and internet addiction. Students with a Low Insight Profile also showed low subjective wellbeing, but less repetitive negative thinking compared to the Low Emotion Regulation Profile. Our findings suggest that interventions aimed at improving health and wellbeing among university students should consider each student's unique set of emotion regulation difficulties, rather than focusing on particular strategies. Further research may help determine whether emotion regulation profiles can serve as predictive indicators of varying mental health trajectories and subjective wellbeing in university students.

The influence of early diet quality on the mental health of college students: the mediation effects of height and qi-deficiency.

In China, the prevalence of mental health issues among college students is a significant concern in society. This study aims to investigate the impact of early dietary quality on the psychological well-being of college students and elucidate the underlying mechanisms through which these effects occur, specifically focusing on height and qi-deficiency as mediators according to Chinese traditional medicine (CTM). A total of 655 college students were surveyed in October 2023 using paper-pencil-based questionnaires at four second-tier universities in Sichuan Province. The assessment included mental health, height, and qi-deficiency. Pearson's correlation and linear regression analyses were employed to examine the mediation model and test the hypotheses. The college students exhibited acceptable levels of early diet quality (M = 3.72) and mental health (M = 3.63), while also presenting mild qi-deficiency symptoms (M = 2.25). Their average height was measured at 164.61 cm. Early diet quality demonstrated significant associations with mental health (r = 0.38, p < 0.01), height (r = 0.32, p < 0.01), and qi-deficiency (r = -0.32, p < 0.01). Mental health displayed correlations with height (r = 0.32, p < 0.01) and qi-deficiency (r = -0.49, p < 0.01). The results of linear regression analyses revealed significant associations between early diet quality and mental health (β = 0.31, p < 0.01), height (β = 0.21, p < 0.01), as well as qi-deficiency (β = -0.26, p < 0.01). Furthermore, when early diet quality was included in the regression model, both height (β = 0.21, p < 0.01) and qi-deficiency (β = -0.35, p < 0.01) emerged as significant mediators in the relationship with mental health. The mediation model and hypotheses were strongly supported, demonstrating that early diet quality exerted an influence on the mental health of college students through two distinct pathways: height and qi-deficiency. Moreover, the mediating effect of qi-deficiency was found to be more pronounced than that of height in the relationship between early diet quality and mental health among college students.

Role of Media Consumption, Governmental Distrust &amp; Psychological Vulnerability in Predicting Affective Well-being of University Students &amp; Healthcare Professionals during COVID-19

The present research aimed to explore the role of media consumption, governmental distrust, and psychological vulnerability in predicting the practical well-being of university students and healthcare professionals during COVID-19. Two correlational studies were conducted. Study 1 was conducted with 411 university students (206 Women; 205 men), and it was conducted during the first lockdown in Pakistan. Study 2 was conducted during the thigh-intensity phase he COVID-19, and the sample comprised 375 healthcare professionals (198 women; 177 men). Both studies showed that higher levels of media consumption, governmental distrust, and psychological vulnerability were associated with lower levels of well-being. Our path models in both studies (with students and healthcare professionals) indicate that during the pandemic, participants’ level of media consumption, trust in the government, and their personal vulnerability were negatively associated with their affective well-being. These findings have implications for individuals’ affective well-being during healthcare crises such as the COVID-19 pandemic.

Psychological Distress During COVID-19: Its Association With Stress, Emotion Regulation, and Sleep

Background and Objective The COVID-19 pandemic has been linked to an increase in psychological distress and mental disorders worldwide. The objectives of this study were to investigate the correlates of psychological distress during the COVID-19 pandemic and explore whether the relationship between stress and psychological distress was mediated by cognitive emotion regulation strategies and sleep.Methods Four hundred ninety-six university students completed the Mental Health Inventory, the Insomnia Scale, the Cognitive Emotion Regulation Questionnaire, and the Perceived Stress Scale.Results Female gender and younger age were related to stress, sleep difficulties, and psychological distress. Stress was positively correlated with psychological distress and these two variables were associated with sleep difficulties, negative cognitive emotion regulation strategies (both positively), and positive cognitive emotion regulation strategies (inversely). In mediation analyses, there was a statistically significant positive direct/indirect impact of stress on psychological distress. The indirect pathways linking stress to psychological distress were: through an increase in negative cognitive emotion regulation strategies or a reduction in positive ones; through sleep difficulties; and through negative cognitive emotion regulation strategies and sleep. Female gender had a positive impact on sleep difficulty index, negative cognitive emotion regulation, and psychological distress.Conclusions The cognitive-emotional arousal associated with stress, as well as the maladaptive cognitive emotion regulation to cope with stress, may be implicated in the genesis and maintenance of sleep difficulties and distress during the pandemic. Strategies that include stress management, emotional self-regulation, and sleep hygiene should be implemented to promote the mental/psychological well-being of university students in future public health crises, such as the COVID-19 pandemic.

Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance

IntroductionThe COVID-19 pandemic has significantly transformed various sectors, including higher education, exposing structural weaknesses and fostering the adoption of innovative teaching methods. This situation has created the need to understand how these changes have affected the academic satisfaction, academic engagement, and mental well-being of university students during the return to in-person education at universities.MethodsIn this explanatory study, 1,321 Peruvian university students (52.1% women) aged between 18 and 35 years old (M = 20.16, SD = 3.04) participated. Participants were selected through a non-probabilistic convenience sampling method, recruited from the 3 regions of Peru (88.7% from the highlands, 76.2% from private universities), from faculties such as business sciences, humanities and education, engineering, and health sciences. Data were collected using the Emotional Exhaustion Scale (EES), the Brief Scale of Satisfaction with Studies (BSSS), and the Academic Engagement Scale (UWES S9).ResultsThe model relating the study variables showed an adequate fit: χ2(4) = 31.5, p &amp;lt; 0.001, CFI = 0.986, RMSEA = 0.072, SRMR = 0.017. The hypotheses were supported, showing the effect on satisfaction with studies both from emotional exhaustion, β = −0.11, p &amp;lt; 0.001, and from academic engagement, β = 0.61, p &amp;lt; 0.001. Additionally, a 43% variance was explained in satisfaction with studies.ConclusionThis study evidence that, in the post-pandemic context, emotional exhaustion is a negative predictor of academic satisfaction, while academic engagement is positively associated with it. These findings suggest the need for educational strategies that mitigate emotional exhaustion and promote academic engagement to improve student satisfaction and well-being in the new educational normality.

A Scar in Each of Us: LGBTQ+ College Student Well-Being in Texas During the COVID-19 Pandemic

The purpose of this article is to highlight the effects of the COVID-19 pandemic on mental health, access to care, housing, education, employment, and food security among LGBTQ+ college students in Texas. An online survey was distributed during the Fall 2021 and Spring 2022 semesters. Inequalities were examined across outcomes based on age, ethnicity, and income. A qualitative analysis of narrative responses was also completed. Significant impacts were noted during the pandemic across all factors studied. Self-perceived mental health was particularly affected, including measures of depression, sleep disturbance, anxiety, anger, personality functioning, and suicidal ideation. Age, race/ethnicity, and income were associated with significant differences in housing, food security, employment, and access to mental healthcare. Four major themes arose from the narrative responses which focused on instability, educational challenges, mental health implications, and resilience and coping strategies. The unique geographic and political factors in Texas during this time are also discussed as exacerbating factors. As public health entities prepare to better care for vulnerable populations, this study identifies multiple factors where change is needed to improve overall health in LGBTQ+ college students.

The efficacy of a virtual and in-person mindfulness-based intervention course on university students’ during COVID-19 pandemic

Objective: The purpose of this research was to evaluate the impact of a mindfulness-based intervention (MBI) on university students during the COVID-19 pandemic. Methods and participants: There were 53 participants who voluntarily enrolled in a mindfulness course at a regional state university (24 virtual and 29 in-person) and 56 in the control group. Participants completed surveys at the beginning and end of the course on mindfulness, life satisfaction, and resilience. Results: Results revealed that the in-person group showed significantly higher mindfulness, life satisfaction, and resilience over the course of the semester. The virtual group showed increases across all three variables as well, but only significantly improved on resilience. Conclusion: Results indicate that the inclusion of MBIs in university courses may be a cost-effective and proactive means to support the mental health and well-being of college students, and that in-person delivery may be a more effective modality.

The challenges of mental health in Chilean university students.

Mental health is a crucial issue in Chile and worldwide, gaining even more relevance following social events in Chile in 2019, including the sociopolitical crisis and the COVID-19 pandemic. In Chile, over 20% of adolescents experience mental health problems such as anxiety, depression, and stress, with many going untreated due to limited access or the stigma associated with these issues. The COVID-19 pandemic has exacerbated this situation, with a 25% increase in the prevalence of anxiety and depression. The university population is particularly vulnerable to mental health challenges due to the unique pressures of the academic environment, including increased academic demands and the acquisition of university-related behaviors that can negatively impact physical and mental health, with notable gender differences. Effectively addressing these issues is essential for ensuring the emotional and psychological well-being of university students. Specific policies and programs are needed to address the mental health needs of university adolescents and ensure that they have access to mental health services required to navigate the challenges of daily life. A methodology reflective of the essayistic approach guides this exploration, which is characterized by critical reflection and structured argumentation.

The impact of college students' achievement motivation on subjective well-being: Self-efficacy as a mediating variable

Purpose: The purpose of this study is to analyze the factors affecting college students' subjective well-being and the relationship between research achievement motivation, self-efficacy  and emotional well-being among college students.&#x0D; Design/Methodology/Approach: 1,082 students were selected from 10 universities in Guangxi Province using a convenience sampling method. Questionnaires were administered based on achievement motivation, self-efficacy   and subjective well-being scales. The data were analyzed using SPSS 24.0 and AMOS 22.0.&#x0D; Findings: College students' achievement motivation has a significant positive effect on emotional well-being. Self-efficacy acts as a mediator in the relationship between achievement motivation and subjective well-being.&#x0D; Conclusion: Achievement motivation can stimulate positive actions and efforts in college students enabling them to face challenges and difficulties more confidently. Approving activities and increased confidence enhance students' self-efficacy  improving their subjective well-being.&#x0D; Research Limitations The interpretation of study results and inferences is constrained in sampling because of the time and expertise of the researchers.&#x0D; Practical Implications: It is possible to effectively improve college students' subjective well-being by focusing on the development of achievement motivation, self-efficacy and social support.&#x0D; Contribution to the Literature: This study further clarifies the influence of achievement motivation on subjective well-being and the mechanism of self-efficacy which is a supplement to the current research in this field at the same time. It also helps to enrich and perfect the research on achievement motivation, self-efficacy and subjective well-being of college students.

Inclusion or Isolation? Differential Student Experiences of Independent Learning and Wellbeing in Higher Education

Independent learning is frequently identified as instrumental to student success within higher education. Although there is a significant body of literature demonstrating the importance of independent learning for retention and progression, to date, the relationship between independent learning and student wellbeing within higher education has been under-explored. This article addresses the gap in the literature by interrogating this relationship, with a particular emphasis on the barriers and enablers to independent learning and the implications for the wellbeing of university students as part of a whole university approach. Drawing on data from a large national student survey and nine focus groups with university staff conducted during the formulation of the University Mental Health Charter, the findings demonstrate important intersectionalities between independent learning and student wellbeing. In particular, they highlight that facilitating independent learning has the potential to allow students to flourish in higher education but only when factors relating to accessibility, inclusivity, expectations, and goals are explicitly addressed. Going forward, it is imperative that these links are more widely acknowledged and addressed within higher education research, policy, and practice to ensure that students are supported to develop as learners during both their transition into university and their journey through and beyond their studies.

Variations in anxiety and emotional support among first-year college students across different learning modes (distance and face-to-face) during COVID-19.

College students with more emotional support experience lower levels of anxiety and other psychosocial and behavioral problems. During the COVID-19 pandemic, the emotional well-being of college students was additionally challenged by an abrupt shift to distance learning followed by a return to face-to-face classes. In this exploratory study, we compared the levels of perceived emotional support and anxiety among incoming first-year undergraduate students, prior to starting classes, which included different learning modes in five semesters of instruction from 2021-2023 (three distance semesters and two face-to-face semesters). Data from 8659 undergraduate students were extracted from a Mexican state university database, corresponding to students' responses collected during new student orientation week. Participants were students in the arts and humanities (9.7%), social and legal sciences (38%), life and health sciences (28.9%), and engineering and architecture (23.4%). Anxiety levels were measured with the GAD-7 scale, and emotional support was measured using a subscale of the PERACT-R (To go through with resilience) inventory. Comparisons of emotional support and anxiety scores among semesters revealed highly significant differences with small effect sizes. Anxiety levels increased significantly with mean average of 6.65 SD(5.52) during the baseline measure to the highest in 2022-2 to 7.53 SD(5.3) and Emotional Support decreased systematically each semester from baseline mean = 8.03 SD(2.0) to the lowest 7.52 SD(1.8) in 2022-2. The results show that a return to face-to-face classes was associated with increased anxiety levels, whereas levels of emotional support systematically decreased across the five semesters. MANOVA analysis revealed significant differences in anxiety and emotional support scores between semesters, with peaks during the learning mode semester that students returned to face-to-face classes after distance learning even after adjusting for gender. Given that the effect of emotional support on anxiety may be related to success in future educational and professional activities, it is important to develop interventions to restore and increase college students' emotional support levels and develop anxiety management strategies.

Understanding the impacts of COVID-19 pandemic on mental health and well-being among university students in Dhaka, Bangladesh: A nested mixed-methods study

BackgroundUniversity students are more at risk of mental illness compared with the general population. Declaration of a global COVID-19 pandemic led the Bangladesh government in March 2020 to implement a national lockdown, home quarantining, social distancing measures, and closure of educational institutions. We aimed to explore the impact of lockdown on the mental health and well-being of university students in Bangladesh. MethodsA nested mixed-methods survey design was undertaken using a semi structured questionnaire and in-depth interviews conducted by telephone of 73 university students (mean age of 22 years, range 18 to 26-years-old) attending public and private academic institutions in Dhaka. A questionnaire was developed de-novo and pre-tested. Qualitative, open-ended questions were used to understand experiences regarding students’ mental health and well-being, their perceptions of COVID–19, and coping strategies. ResultsFifty nine percent of students reported that lockdown had a significant impact on their mental health and well-being. They described difficulties with social isolation and loneliness, motivation, and interpersonal conflict within families. Students' knowledge of COVID-19 were high with television, newspapers, online, and social media were main sources of information; few relied on government reports. Most pressing concerns were timely graduation and employment (83%), not being able to socialize (46%), being stuck at home (37%), and financial difficulties regarding university fees (29%). Additional underlying stressors included financial insecurity of respondents’ households and parental health. Coping strategies included watching television or films, online meetings with friends, social media, as well interactions with family. ConclusionAs a result of Bangladesh's first national lockdown, university students experienced negative effects on their mental health and well-being. There is an urgent need for greater proactive measures within educational settings, such as mental health literacy programmes and diagnosis management that could mitigate and prevent adverse impacts of future lockdowns.

Binge Drinking and its Relationship with Suicidal Thoughts and Suicidal Attempts in University Students

AbstractBinge drinking, notably common among university students, poses health risks. Despite a significant global concern about suicide, especially among young people, research on the connection between binge drinking and suicide in university students is limited. This cross-sectional study investigated the relationship between binge drinking, suicidal attempts, and suicidal thoughts among university students from two institutions. Among the 2178 participants from public universities, 4.0% reported suicidal attempts, and 26.5% reported suicidal thoughts. Binge drinking did not show a significant association with suicidal attempts or suicidal thoughts. The results revealed that female gender (OR 1.62, 95% CI: 1.32–2.01; p &lt; 0.001) and alcohol use disorder (OR 2.23, 95% CI: 1.49–3.55; p &lt; 0.001] were independent predictive variables for suicidal behavior. These findings underscore the need for targeted interventions addressing alcohol-related behaviors and mental health, particularly among females and those with alcohol use disorder, to enhance the overall psychological well-being of university students.