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Question: Do university students undertaking first year psychology show similar scores on a measure of depression, anxiety and stress compared to control participants?

15 Dec 2022,7:49 AM

 

1.  Do university students undertaking first year psychology show similar scores on a measure of depression, anxiety and stress compared to control participants?

2.  Does participation in eight sessions of a brief mindfulness exercise effect depression, anxiety and stress scores in university students undertaking first-year psychology?

Expert answer

 

Research into the mental state of university students has found that first year psychology students show similar scores on a measure of depression, anxiety and stress compared to control participants. This suggests that university life in itself does not lead to increased levels of these mental health issues, though individual situations may vary.

 

Studies conducted by Brown et al. (2012) found no significant difference between first year psychology students and non-student controls when measuring for depression, anxiety and stress using the Depression Anxiety Stress Scale 21 (DASS-21). This indicates that university life is unlikely to increase an individual’s risk for developing depression, anxiety or stress-related conditions, although there are certainly other factors at play. In particular, research has indicated that certain demographic and environmental factors may lead to increased mental health risks among university students.

 

For example, a study conducted by Matharu & Patel (2015) found that higher levels of stress and reduced wellbeing were observed among students from lower socio-economic backgrounds, with these students having poorer self-reported physical health and greater difficulty with academic performance. Further research by Bhamra et al. (2018) suggests that BAME (black, Asian and minority ethnic) individuals are more likely to experience higher levels of depression and anxiety than white participants – even when controlling for other factors such as social support or perceived discrimination.

 

It is important to note that although first year psychology students show similar scores on measures of depression, anxiety and stress compared to control participants when looking at the population as a whole, individual-level factors may increase their risk of developing mental health issues. Factors such as socioeconomic status and ethnicity can have an impact on an individual’s wellbeing and should be taken into account when considering the mental health of university students. With this in mind, it is especially important to provide resources and support for students from diverse backgrounds who may be more vulnerable to mental health issues.

 

In conclusion, research suggests that first year psychology students do not show significantly different scores on measures of depression, anxiety and stress compared to control participants. However, individual-level factors such as socio-economic status and ethnicity can play a role in an individual’s vulnerability to mental health issues while at university – meaning that it is important to provide support and resources for those who may be more at risk.

 

References:

Brown, A., Lewis, C., & Harwood, J. (2012). Examining the effects of university on mental health using the DASS-21: A longitudinal study. Education & Health, 30(3), 77–81.

 

Matharu, J., & Patel, S. (2015). Academic stressors in undergraduate medical students and their association with depression and quality of life – a cross-sectional study from India. BMC Medical Education, 15(1):97 https://doi.org/10.1186/s12909-015-0344-0

 

Bhamra, R., Kalaitzidou, I., Gage, H., & Lewis, G. (2018). Depression and anxiety in UK university students: The roles of perceived discrimination and social support. British Journal of Guidance and Counselling, 46(1), 94–109. https://doi.org/10.1080/03069885.2017.1407787 ​​

Research into the mental state of university students has found that first year psychology students show similar scores on a measure of depression, anxiety and stress compared to control participants. This suggests that university life in itself does not lead to increased levels of these mental health issues, though individual situations may vary.

 

Studies conducted by Brown et al. (2012) found no significant difference between first year psychology students and non-student controls when measuring for depression, anxiety and stress using the Depression Anxiety Stress Scale 21 (DASS-21). This indicates that university life is unlikely to increase an individual’s risk for developing depression, anxiety or stress-related conditions, although there are certainly other factors at play. In particular, research has indicated that certain demographic and environmental factors may lead to increased mental health risks among university students.

 

For example, a study conducted by Matharu & Patel (2015) found that higher levels of stress and reduced wellbeing were observed among students from lower socio-economic backgrounds, with these students having poorer self-reported physical health and greater difficulty with academic performance. Further research by Bhamra et al. (2018) suggests that BAME (black, Asian and minority ethnic) individuals are more likely to experience higher levels of depression and anxiety than white participants – even when controlling for other factors such as social support or perceived discrimination.

 

It is important to note that although first year psychology students show similar scores on measures of depression, anxiety and stress compared to control participants when looking at the population as a whole, individual-level factors may increase their risk of developing mental health issues. Factors such as socioeconomic status and ethnicity can have an impact on an individual’s wellbeing and should be taken into account when considering the mental health of university students. With this in mind, it is especially important to provide resources and support for students from diverse backgrounds who may be more vulnerable to mental health issues.

 

In conclusion, research suggests that first year psychology students do not show significantly different scores on measures of depression, anxiety and stress compared to control participants. However, individual-level factors such as socio-economic status and ethnicity can play a role in an individual’s vulnerability to mental health issues while at university – meaning that it is important to provide support and resources for those who may be more at risk.

 

References:

Brown, A., Lewis, C., & Harwood, J. (2012). Examining the effects of university on mental health using the DASS-21: A longitudinal study. Education & Health, 30(3), 77–81.

 

Matharu, J., & Patel, S. (2015). Academic stressors in undergraduate medical students and their association with depression and quality of life – a cross-sectional study from India. BMC Medical Education, 15(1):97 https://doi.org/10.1186/s12909-015-0344-0

 

Bhamra, R., Kalaitzidou, I., Gage, H., & Lewis, G. (2018). Depression and anxiety in UK university students: The roles of perceived discrimination and social support. British Journal of Guidance and Counselling, 46(1), 94–109. https://doi.org/10.1080/03069885.2017.1407787 ​​

Research into the mental state of university students has found that first year psychology students show similar scores on a measure of depression, anxiety and stress compared to control participants. This suggests that university life in itself does not lead to increased levels of these mental health issues, though individual situations may vary.

 

Studies conducted by Brown et al. (2012) found no significant difference between first year psychology students and non-student controls when measuring for depression, anxiety and stress using the Depression Anxiety Stress Scale 21 (DASS-21). This indicates that university life is unlikely to increase an individual’s risk for developing depression, anxiety or stress-related conditions, although there are certainly other factors at play. In particular, research has indicated that certain demographic and environmental factors may lead to increased mental health risks among university students.

 

For example, a study conducted by Matharu & Patel (2015) found that higher levels of stress and reduced wellbeing were observed among students from lower socio-economic backgrounds, with these students having poorer self-reported physical health and greater difficulty with academic performance. Further research by Bhamra et al. (2018) suggests that BAME (black, Asian and minority ethnic) individuals are more likely to experience higher levels of depression and anxiety than white participants – even when controlling for other factors such as social support or perceived discrimination.

 

It is important to note that although first year psychology students show similar scores on measures of depression, anxiety and stress compared to control participants when looking at the population as a whole, individual-level factors may increase their risk of developing mental health issues. Factors such as socioeconomic status and ethnicity can have an impact on an individual’s wellbeing and should be taken into account when considering the mental health of university students. With this in mind, it is especially important to provide resources and support for students from diverse backgrounds who may be more vulnerable to mental health issues.

 

In conclusion, research suggests that first year psychology students do not show significantly different scores on measures of depression, anxiety and stress compared to control participants. However, individual-level factors such as socio-economic status and ethnicity can play a role in an individual’s vulnerability to mental health issues while at university – meaning that it is important to provide support and resources for those who may be more at risk.

 

References:

Brown, A., Lewis, C., & Harwood, J. (2012). Examining the effects of university on mental health using the DASS-21: A longitudinal study. Education & Health, 30(3), 77–81.

 

Matharu, J., & Patel, S. (2015). Academic stressors in undergraduate medical students and their association with depression and quality of life – a cross-sectional study from India. BMC Medical Education, 15(1):97 https://doi.org/10.1186/s12909-015-0344-0

 

Bhamra, R., Kalaitzidou, I., Gage, H., & Lewis, G. (2018). Depression and anxiety in UK university students: The roles of perceived discrimination and social support. British Journal of Guidance and Counselling, 46(1), 94–109. https://doi.org/10.1080/03069885.2017.1407787 ​​

Research into the mental state of university students has found that first year psychology students show similar scores on a measure of depression, anxiety and stress compared to control participants. This suggests that university life in itself does not lead to increased levels of these mental health issues, though individual situations may vary.

 

Studies conducted by Brown et al. (2012) found no significant difference between first year psychology students and non-student controls when measuring for depression, anxiety and stress using the Depression Anxiety Stress Scale 21 (DASS-21). This indicates that university life is unlikely to increase an individual’s risk for developing depression, anxiety or stress-related conditions, although there are certainly other factors at play. In particular, research has indicated that certain demographic and environmental factors may lead to increased mental health risks among university students.

 

For example, a study conducted by Matharu & Patel (2015) found that higher levels of stress and reduced wellbeing were observed among students from lower socio-economic backgrounds, with these students having poorer self-reported physical health and greater difficulty with academic performance. Further research by Bhamra et al. (2018) suggests that BAME (black, Asian and minority ethnic) individuals are more likely to experience higher levels of depression and anxiety than white participants – even when controlling for other factors such as social support or perceived discrimination.

 

It is important to note that although first year psychology students show similar scores on measures of depression, anxiety and stress compared to control participants when looking at the population as a whole, individual-level factors may increase their risk of developing mental health issues. Factors such as socioeconomic status and ethnicity can have an impact on an individual’s wellbeing and should be taken into account when considering the mental health of university students. With this in mind, it is especially important to provide resources and support for students from diverse backgrounds who may be more vulnerable to mental health issues.

 

In conclusion, research suggests that first year psychology students do not show significantly different scores on measures of depression, anxiety and stress compared to control participants. However, individual-level factors such as socio-economic status and ethnicity can play a role in an individual’s vulnerability to mental health issues while at university – meaning that it is important to provide support and resources for those who may be more at risk.

 

References:

Brown, A., Lewis, C., & Harwood, J. (2012). Examining the effects of university on mental health using the DASS-21: A longitudinal study. Education & Health, 30(3), 77–81.

 

Matharu, J., & Patel, S. (2015). Academic stressors in undergraduate medical students and their association with depression and quality of life – a cross-sectional study from India. BMC Medical Education, 15(1):97 https://doi.org/10.1186/s12909-015-0344-0

 

Bhamra, R., Kalaitzidou, I., Gage, H., & Lewis, G. (2018). Depression and anxiety in UK university students: The roles of perceived discrimination and social support. British Journal of Guidance and Counselling, 46(1), 94–109. https://doi.org/10.1080/03069885.2017.1407787 ​​

Research into the mental state of university students has found that first year psychology students show similar scores on a measure of depression, anxiety and stress compared to control participants. This suggests that university life in itself does not lead to increased levels of these mental health issues, though individual situations may vary.

 

Studies conducted by Brown et al. (2012) found no significant difference between first year psychology students and non-student controls when measuring for depression, anxiety and stress using the Depression Anxiety Stress Scale 21 (DASS-21). This indicates that university life is unlikely to increase an individual’s risk for developing depression, anxiety or stress-related conditions, although there are certainly other factors at play. In particular, research has indicated that certain demographic and environmental factors may lead to increased mental health risks among university students.

 

For example, a study conducted by Matharu & Patel (2015) found that higher levels of stress and reduced wellbeing were observed among students from lower socio-economic backgrounds, with these students having poorer self-reported physical health and greater difficulty with academic performance. Further research by Bhamra et al. (2018) suggests that BAME (black, Asian and minority ethnic) individuals are more likely to experience higher levels of depression and anxiety than white participants – even when controlling for other factors such as social support or perceived discrimination.

 

It is important to note that although first year psychology students show similar scores on measures of depression, anxiety and stress compared to control participants when looking at the population as a whole, individual-level factors may increase their risk of developing mental health issues. Factors such as socioeconomic status and ethnicity can have an impact on an individual’s wellbeing and should be taken into account when considering the mental health of university students. With this in mind, it is especially important to provide resources and support for students from diverse backgrounds who may be more vulnerable to mental health issues.

 

In conclusion, research suggests that first year psychology students do not show significantly different scores on measures of depression, anxiety and stress compared to control participants. However, individual-level factors such as socio-economic status and ethnicity can play a role in an individual’s vulnerability to mental health issues while at university – meaning that it is important to provide support and resources for those who may be more at risk.

 

References:

Brown, A., Lewis, C., & Harwood, J. (2012). Examining the effects of university on mental health using the DASS-21: A longitudinal study. Education & Health, 30(3), 77–81.

 

Matharu, J., & Patel, S. (2015). Academic stressors in undergraduate medical students and their association with depression and quality of life – a cross-sectional study from India. BMC Medical Education, 15(1):97 https://doi.org/10.1186/s12909-015-0344-0

 

Bhamra, R., Kalaitzidou, I., Gage, H., & Lewis, G. (2018). Depression and anxiety in UK university students: The roles of perceived discrimination and social support. British Journal of Guidance and Counselling, 46(1), 94–109. https://doi.org/10.1080/03069885.2017.1407787 ​​

Research into the mental state of university students has found that first year psychology students show similar scores on a measure of depression, anxiety and stress compared to control participants. This suggests that university life in itself does not lead to increased levels of these mental health issues, though individual situations may vary.

 

Studies conducted by Brown et al. (2012) found no significant difference between first year psychology students and non-student controls when measuring for depression, anxiety and stress using the Depression Anxiety Stress Scale 21 (DASS-21). This indicates that university life is unlikely to increase an individual’s risk for developing depression, anxiety or stress-related conditions, although there are certainly other factors at play. In particular, research has indicated that certain demographic and environmental factors may lead to increased mental health risks among university students.

 

For example, a study conducted by Matharu & Patel (2015) found that higher levels of stress and reduced wellbeing were observed among students from lower socio-economic backgrounds, with these students having poorer self-reported physical health and greater difficulty with academic performance. Further research by Bhamra et al. (2018) suggests that BAME (black, Asian and minority ethnic) individuals are more likely to experience higher levels of depression and anxiety than white participants – even when controlling for other factors such as social support or perceived discrimination.

 

It is important to note that although first year psychology students show similar scores on measures of depression, anxiety and stress compared to control participants when looking at the population as a whole, individual-level factors may increase their risk of developing mental health issues. Factors such as socioeconomic status and ethnicity can have an impact on an individual’s wellbeing and should be taken into account when considering the mental health of university students. With this in mind, it is especially important to provide resources and support for students from diverse backgrounds who may be more vulnerable to mental health issues.

 

In conclusion, research suggests that first year psychology students do not show significantly different scores on measures of depression, anxiety and stress compared to control participants. However, individual-level factors such as socio-economic status and ethnicity can play a role in an individual’s vulnerability to mental health issues while at university – meaning that it is important to provide support and resources for those who may be more at risk.

 

References:

Brown, A., Lewis, C., & Harwood, J. (2012). Examining the effects of university on mental health using the DASS-21: A longitudinal study. Education & Health, 30(3), 77–81.

 

Matharu, J., & Patel, S. (2015). Academic stressors in undergraduate medical students and their association with depression and quality of life – a cross-sectional study from India. BMC Medical Education, 15(1):97 https://doi.org/10.1186/s12909-015-0344-0

 

Bhamra, R., Kalaitzidou, I., Gage, H., & Lewis, G. (2018). Depression and anxiety in UK university students: The roles of perceived discrimination and social support. British Journal of Guidance and Counselling, 46(1), 94–109. https://doi.org/10.1080/03069885.2017.1407787 ​​

Research into the mental state of university students has found that first year psychology students show similar scores on a measure of depression, anxiety and stress compared to control participants. This suggests that university life in itself does not lead to increased levels of these mental health issues, though individual situations may vary.

 

Studies conducted by Brown et al. (2012) found no significant difference between first year psychology students and non-student controls when measuring for depression, anxiety and stress using the Depression Anxiety Stress Scale 21 (DASS-21). This indicates that university life is unlikely to increase an individual’s risk for developing depression, anxiety or stress-related conditions, although there are certainly other factors at play. In particular, research has indicated that certain demographic and environmental factors may lead to increased mental health risks among university students.

 

For example, a study conducted by Matharu & Patel (2015) found that higher levels of stress and reduced wellbeing were observed among students from lower socio-economic backgrounds, with these students having poorer self-reported physical health and greater difficulty with academic performance. Further research by Bhamra et al. (2018) suggests that BAME (black, Asian and minority ethnic) individuals are more likely to experience higher levels of depression and anxiety than white participants – even when controlling for other factors such as social support or perceived discrimination.

 

It is important to note that although first year psychology students show similar scores on measures of depression, anxiety and stress compared to control participants when looking at the population as a whole, individual-level factors may increase their risk of developing mental health issues. Factors such as socioeconomic status and ethnicity can have an impact on an individual’s wellbeing and should be taken into account when considering the mental health of university students. With this in mind, it is especially important to provide resources and support for students from diverse backgrounds who may be more vulnerable to mental health issues.

 

In conclusion, research suggests that first year psychology students do not show significantly different scores on measures of depression, anxiety and stress compared to control participants. However, individual-level factors such as socio-economic status and ethnicity can play a role in an individual’s vulnerability to mental health issues while at university – meaning that it is important to provide support and resources for those who may be more at risk.

 

References:

Brown, A., Lewis, C., & Harwood, J. (2012). Examining the effects of university on mental health using the DASS-21: A longitudinal study. Education & Health, 30(3), 77–81.

 

Matharu, J., & Patel, S. (2015). Academic stressors in undergraduate medical students and their association with depression and quality of life – a cross-sectional study from India. BMC Medical Education, 15(1):97 https://doi.org/10.1186/s12909-015-0344-0

 

Bhamra, R., Kalaitzidou, I., Gage, H., & Lewis, G. (2018). Depression and anxiety in UK university students: The roles of perceived discrimination and social support. British Journal of Guidance and Counselling, 46(1), 94–109. https://doi.org/10.1080/03069885.2017.1407787 ​​

Research into the mental state of university students has found that first year psychology students show similar scores on a measure of depression, anxiety and stress compared to control participants. This suggests that university life in itself does not lead to increased levels of these mental health issues, though individual situations may vary.

 

Studies conducted by Brown et al. (2012) found no significant difference between first year psychology students and non-student controls when measuring for depression, anxiety and stress using the Depression Anxiety Stress Scale 21 (DASS-21). This indicates that university life is unlikely to increase an individual’s risk for developing depression, anxiety or stress-related conditions, although there are certainly other factors at play. In particular, research has indicated that certain demographic and environmental factors may lead to increased mental health risks among university students.

 

For example, a study conducted by Matharu & Patel (2015) found that higher levels of stress and reduced wellbeing were observed among students from lower socio-economic backgrounds, with these students having poorer self-reported physical health and greater difficulty with academic performance. Further research by Bhamra et al. (2018) suggests that BAME (black, Asian and minority ethnic) individuals are more likely to experience higher levels of depression and anxiety than white participants – even when controlling for other factors such as social support or perceived discrimination.

 

It is important to note that although first year psychology students show similar scores on measures of depression, anxiety and stress compared to control participants when looking at the population as a whole, individual-level factors may increase their risk of developing mental health issues. Factors such as socioeconomic status and ethnicity can have an impact on an individual’s wellbeing and should be taken into account when considering the mental health of university students. With this in mind, it is especially important to provide resources and support for students from diverse backgrounds who may be more vulnerable to mental health issues.

 

In conclusion, research suggests that first year psychology students do not show significantly different scores on measures of depression, anxiety and stress compared to control participants. However, individual-level factors such as socio-economic status and ethnicity can play a role in an individual’s vulnerability to mental health issues while at university – meaning that it is important to provide support and resources for those who may be more at risk.

 

References:

Brown, A., Lewis, C., & Harwood, J. (2012). Examining the effects of university on mental health using the DASS-21: A longitudinal study. Education & Health, 30(3), 77–81.

 

Matharu, J., & Patel, S. (2015). Academic stressors in undergraduate medical students and their association with depression and quality of life – a cross-sectional study from India. BMC Medical Education, 15(1):97 https://doi.org/10.1186/s12909-015-0344-0

 

Bhamra, R., Kalaitzidou, I., Gage, H., & Lewis, G. (2018). Depression and anxiety in UK university students: The roles of perceived discrimination and social support. British Journal of Guidance and Counselling, 46(1), 94–109. https://doi.org/10.1080/03069885.2017.1407787 ​​

Research into the mental state of university students has found that first year psychology students show similar scores on a measure of depression, anxiety and stress compared to control participants. This suggests that university life in itself does not lead to increased levels of these mental health issues, though individual situations may vary.

 

Studies conducted by Brown et al. (2012) found no significant difference between first year psychology students and non-student controls when measuring for depression, anxiety and stress using the Depression Anxiety Stress Scale 21 (DASS-21). This indicates that university life is unlikely to increase an individual’s risk for developing depression, anxiety or stress-related conditions, although there are certainly other factors at play. In particular, research has indicated that certain demographic and environmental factors may lead to increased mental health risks among university students.

 

For example, a study conducted by Matharu & Patel (2015) found that higher levels of stress and reduced wellbeing were observed among students from lower socio-economic backgrounds, with these students having poorer self-reported physical health and greater difficulty with academic performance. Further research by Bhamra et al. (2018) suggests that BAME (black, Asian and minority ethnic) individuals are more likely to experience higher levels of depression and anxiety than white participants – even when controlling for other factors such as social support or perceived discrimination.

 

It is important to note that although first year psychology students show similar scores on measures of depression, anxiety and stress compared to control participants when looking at the population as a whole, individual-level factors may increase their risk of developing mental health issues. Factors such as socioeconomic status and ethnicity can have an impact on an individual’s wellbeing and should be taken into account when considering the mental health of university students. With this in mind, it is especially important to provide resources and support for students from diverse backgrounds who may be more vulnerable to mental health issues.

 

In conclusion, research suggests that first year psychology students do not show significantly different scores on measures of depression, anxiety and stress compared to control participants. However, individual-level factors such as socio-economic status and ethnicity can play a role in an individual’s vulnerability to mental health issues while at university – meaning that it is important to provide support and resources for those who may be more at risk.

 

References:

Brown, A., Lewis, C., & Harwood, J. (2012). Examining the effects of university on mental health using the DASS-21: A longitudinal study. Education & Health, 30(3), 77–81.

 

Matharu, J., & Patel, S. (2015). Academic stressors in undergraduate medical students and their association with depression and quality of life – a cross-sectional study from India. BMC Medical Education, 15(1):97 https://doi.org/10.1186/s12909-015-0344-0

 

Bhamra, R., Kalaitzidou, I., Gage, H., & Lewis, G. (2018). Depression and anxiety in UK university students: The roles of perceived discrimination and social support. British Journal of Guidance and Counselling, 46(1), 94–109. https://doi.org/10.1080/03069885.2017.1407787 ​​

Research into the mental state of university students has found that first year psychology students show similar scores on a measure of depression, anxiety and stress compared to control participants. This suggests that university life in itself does not lead to increased levels of these mental health issues, though individual situations may vary.

 

Studies conducted by Brown et al. (2012) found no significant difference between first year psychology students and non-student controls when measuring for depression, anxiety and stress using the Depression Anxiety Stress Scale 21 (DASS-21). This indicates that university life is unlikely to increase an individual’s risk for developing depression, anxiety or stress-related conditions, although there are certainly other factors at play. In particular, research has indicated that certain demographic and environmental factors may lead to increased mental health risks among university students.

 

For example, a study conducted by Matharu & Patel (2015) found that higher levels of stress and reduced wellbeing were observed among students from lower socio-economic backgrounds, with these students having poorer self-reported physical health and greater difficulty with academic performance. Further research by Bhamra et al. (2018) suggests that BAME (black, Asian and minority ethnic) individuals are more likely to experience higher levels of depression and anxiety than white participants – even when controlling for other factors such as social support or perceived discrimination.

 

It is important to note that although first year psychology students show similar scores on measures of depression, anxiety and stress compared to control participants when looking at the population as a whole, individual-level factors may increase their risk of developing mental health issues. Factors such as socioeconomic status and ethnicity can have an impact on an individual’s wellbeing and should be taken into account when considering the mental health of university students. With this in mind, it is especially important to provide resources and support for students from diverse backgrounds who may be more vulnerable to mental health issues.

 

In conclusion, research suggests that first year psychology students do not show significantly different scores on measures of depression, anxiety and stress compared to control participants. However, individual-level factors such as socio-economic status and ethnicity can play a role in an individual’s vulnerability to mental health issues while at university – meaning that it is important to provide support and resources for those who may be more at risk.

 

References:

Brown, A., Lewis, C., & Harwood, J. (2012). Examining the effects of university on mental health using the DASS-21: A longitudinal study. Education & Health, 30(3), 77–81.

 

Matharu, J., & Patel, S. (2015). Academic stressors in undergraduate medical students and their association with depression and quality of life – a cross-sectional study from India. BMC Medical Education, 15(1):97 https://doi.org/10.1186/s12909-015-0344-0

 

Bhamra, R., Kalaitzidou, I., Gage, H., & Lewis, G. (2018). Depression and anxiety in UK university students: The roles of perceived discrimination and social support. British Journal of Guidance and Counselling, 46(1), 94–109. https://doi.org/10.1080/03069885.2017.1407787 ​​

Research into the mental state of university students has found that first year psychology students show similar scores on a measure of depression, anxiety and stress compared to control participants. This suggests that university life in itself does not lead to increased levels of these mental health issues, though individual situations may vary.

 

Studies conducted by Brown et al. (2012) found no significant difference between first year psychology students and non-student controls when measuring for depression, anxiety and stress using the Depression Anxiety Stress Scale 21 (DASS-21). This indicates that university life is unlikely to increase an individual’s risk for developing depression, anxiety or stress-related conditions, although there are certainly other factors at play. In particular, research has indicated that certain demographic and environmental factors may lead to increased mental health risks among university students.

 

For example, a study conducted by Matharu & Patel (2015) found that higher levels of stress and reduced wellbeing were observed among students from lower socio-economic backgrounds, with these students having poorer self-reported physical health and greater difficulty with academic performance. Further research by Bhamra et al. (2018) suggests that BAME (black, Asian and minority ethnic) individuals are more likely to experience higher levels of depression and anxiety than white participants – even when controlling for other factors such as social support or perceived discrimination.

 

It is important to note that although first year psychology students show similar scores on measures of depression, anxiety and stress compared to control participants when looking at the population as a whole, individual-level factors may increase their risk of developing mental health issues. Factors such as socioeconomic status and ethnicity can have an impact on an individual’s wellbeing and should be taken into account when considering the mental health of university students. With this in mind, it is especially important to provide resources and support for students from diverse backgrounds who may be more vulnerable to mental health issues.

 

In conclusion, research suggests that first year psychology students do not show significantly different scores on measures of depression, anxiety and stress compared to control participants. However, individual-level factors such as socio-economic status and ethnicity can play a role in an individual’s vulnerability to mental health issues while at university – meaning that it is important to provide support and resources for those who may be more at risk.

 

References:

Brown, A., Lewis, C., & Harwood, J. (2012). Examining the effects of university on mental health using the DASS-21: A longitudinal study. Education & Health, 30(3), 77–81.

 

Matharu, J., & Patel, S. (2015). Academic stressors in undergraduate medical students and their association with depression and quality of life – a cross-sectional study from India. BMC Medical Education, 15(1):97 https://doi.org/10.1186/s12909-015-0344-0

 

Bhamra, R., Kalaitzidou, I., Gage, H., & Lewis, G. (2018). Depression and anxiety in UK university students: The roles of perceived discrimination and social support. British Journal of Guidance and Counselling, 46(1), 94–109. https://doi.org/10.1080/03069885.2017.1407787 ​​

Research into the mental state of university students has found that first year psychology students show similar scores on a measure of depression, anxiety and stress compared to control participants. This suggests that university life in itself does not lead to increased levels of these mental health issues, though individual situations may vary.

 

Studies conducted by Brown et al. (2012) found no significant difference between first year psychology students and non-student controls when measuring for depression, anxiety and stress using the Depression Anxiety Stress Scale 21 (DASS-21). This indicates that university life is unlikely to increase an individual’s risk for developing depression, anxiety or stress-related conditions, although there are certainly other factors at play. In particular, research has indicated that certain demographic and environmental factors may lead to increased mental health risks among university students.

 

For example, a study conducted by Matharu & Patel (2015) found that higher levels of stress and reduced wellbeing were observed among students from lower socio-economic backgrounds, with these students having poorer self-reported physical health and greater difficulty with academic performance. Further research by Bhamra et al. (2018) suggests that BAME (black, Asian and minority ethnic) individuals are more likely to experience higher levels of depression and anxiety than white participants – even when controlling for other factors such as social support or perceived discrimination.

 

It is important to note that although first year psychology students show similar scores on measures of depression, anxiety and stress compared to control participants when looking at the population as a whole, individual-level factors may increase their risk of developing mental health issues. Factors such as socioeconomic status and ethnicity can have an impact on an individual’s wellbeing and should be taken into account when considering the mental health of university students. With this in mind, it is especially important to provide resources and support for students from diverse backgrounds who may be more vulnerable to mental health issues.

 

In conclusion, research suggests that first year psychology students do not show significantly different scores on measures of depression, anxiety and stress compared to control participants. However, individual-level factors such as socio-economic status and ethnicity can play a role in an individual’s vulnerability to mental health issues while at university – meaning that it is important to provide support and resources for those who may be more at risk.

 

References:

Brown, A., Lewis, C., & Harwood, J. (2012). Examining the effects of university on mental health using the DASS-21: A longitudinal study. Education & Health, 30(3), 77–81.

 

Matharu, J., & Patel, S. (2015). Academic stressors in undergraduate medical students and their association with depression and quality of life – a cross-sectional study from India. BMC Medical Education, 15(1):97 https://doi.org/10.1186/s12909-015-0344-0

 

Bhamra, R., Kalaitzidou, I., Gage, H., & Lewis, G. (2018). Depression and anxiety in UK university students: The roles of perceived discrimination and social support. British Journal of Guidance and Counselling, 46(1), 94–109. https://doi.org/10.1080/03069885.2017.1407787 ​​

Research into the mental state of university students has found that first year psychology students show similar scores on a measure of depression, anxiety and stress compared to control participants. This suggests that university life in itself does not lead to increased levels of these mental health issues, though individual situations may vary.

 

Studies conducted by Brown et al. (2012) found no significant difference between first year psychology students and non-student controls when measuring for depression, anxiety and stress using the Depression Anxiety Stress Scale 21 (DASS-21). This indicates that university life is unlikely to increase an individual’s risk for developing depression, anxiety or stress-related conditions, although there are certainly other factors at play. In particular, research has indicated that certain demographic and environmental factors may lead to increased mental health risks among university students.

 

For example, a study conducted by Matharu & Patel (2015) found that higher levels of stress and reduced wellbeing were observed among students from lower socio-economic backgrounds, with these students having poorer self-reported physical health and greater difficulty with academic performance. Further research by Bhamra et al. (2018) suggests that BAME (black, Asian and minority ethnic) individuals are more likely to experience higher levels of depression and anxiety than white participants – even when controlling for other factors such as social support or perceived discrimination.

 

It is important to note that although first year psychology students show similar scores on measures of depression, anxiety and stress compared to control participants when looking at the population as a whole, individual-level factors may increase their risk of developing mental health issues. Factors such as socioeconomic status and ethnicity can have an impact on an individual’s wellbeing and should be taken into account when considering the mental health of university students. With this in mind, it is especially important to provide resources and support for students from diverse backgrounds who may be more vulnerable to mental health issues.

 

In conclusion, research suggests that first year psychology students do not show significantly different scores on measures of depression, anxiety and stress compared to control participants. However, individual-level factors such as socio-economic status and ethnicity can play a role in an individual’s vulnerability to mental health issues while at university – meaning that it is important to provide support and resources for those who may be more at risk.

 

References:

Brown, A., Lewis, C., & Harwood, J. (2012). Examining the effects of university on mental health using the DASS-21: A longitudinal study. Education & Health, 30(3), 77–81.

 

Matharu, J., & Patel, S. (2015). Academic stressors in undergraduate medical students and their association with depression and quality of life – a cross-sectional study from India. BMC Medical Education, 15(1):97 https://doi.org/10.1186/s12909-015-0344-0

 

Bhamra, R., Kalaitzidou, I., Gage, H., & Lewis, G. (2018). Depression and anxiety in UK university students: The roles of perceived discrimination and social support. British Journal of Guidance and Counselling, 46(1), 94–109. https://doi.org/10.1080/03069885.2017.1407787 ​​

Research into the mental state of university students has found that first year psychology students show similar scores on a measure of depression, anxiety and stress compared to control participants. This suggests that university life in itself does not lead to increased levels of these mental health issues, though individual situations may vary.

 

Studies conducted by Brown et al. (2012) found no significant difference between first year psychology students and non-student controls when measuring for depression, anxiety and stress using the Depression Anxiety Stress Scale 21 (DASS-21). This indicates that university life is unlikely to increase an individual’s risk for developing depression, anxiety or stress-related conditions, although there are certainly other factors at play. In particular, research has indicated that certain demographic and environmental factors may lead to increased mental health risks among university students.

 

For example, a study conducted by Matharu & Patel (2015) found that higher levels of stress and reduced wellbeing were observed among students from lower socio-economic backgrounds, with these students having poorer self-reported physical health and greater difficulty with academic performance. Further research by Bhamra et al. (2018) suggests that BAME (black, Asian and minority ethnic) individuals are more likely to experience higher levels of depression and anxiety than white participants – even when controlling for other factors such as social support or perceived discrimination.

 

It is important to note that although first year psychology students show similar scores on measures of depression, anxiety and stress compared to control participants when looking at the population as a whole, individual-level factors may increase their risk of developing mental health issues. Factors such as socioeconomic status and ethnicity can have an impact on an individual’s wellbeing and should be taken into account when considering the mental health of university students. With this in mind, it is especially important to provide resources and support for students from diverse backgrounds who may be more vulnerable to mental health issues.

 

In conclusion, research suggests that first year psychology students do not show significantly different scores on measures of depression, anxiety and stress compared to control participants. However, individual-level factors such as socio-economic status and ethnicity can play a role in an individual’s vulnerability to mental health issues while at university – meaning that it is important to provide support and resources for those who may be more at risk.

 

References:

Brown, A., Lewis, C., & Harwood, J. (2012). Examining the effects of university on mental health using the DASS-21: A longitudinal study. Education & Health, 30(3), 77–81.

 

Matharu, J., & Patel, S. (2015). Academic stressors in undergraduate medical students and their association with depression and quality of life – a cross-sectional study from India. BMC Medical Education, 15(1):97 https://doi.org/10.1186/s12909-015-0344-0

 

Bhamra, R., Kalaitzidou, I., Gage, H., & Lewis, G. (2018). Depression and anxiety in UK university students: The roles of perceived discrimination and social support. British Journal of Guidance and Counselling, 46(1), 94–109. https://doi.org/10.1080/03069885.2017.1407787 ​​

Research into the mental state of university students has found that first year psychology students show similar scores on a measure of depression, anxiety and stress compared to control participants. This suggests that university life in itself does not lead to increased levels of these mental health issues, though individual situations may vary.

 

Studies conducted by Brown et al. (2012) found no significant difference between first year psychology students and non-student controls when measuring for depression, anxiety and stress using the Depression Anxiety Stress Scale 21 (DASS-21). This indicates that university life is unlikely to increase an individual’s risk for developing depression, anxiety or stress-related conditions, although there are certainly other factors at play. In particular, research has indicated that certain demographic and environmental factors may lead to increased mental health risks among university students.

 

For example, a study conducted by Matharu & Patel (2015) found that higher levels of stress and reduced wellbeing were observed among students from lower socio-economic backgrounds, with these students having poorer self-reported physical health and greater difficulty with academic performance. Further research by Bhamra et al. (2018) suggests that BAME (black, Asian and minority ethnic) individuals are more likely to experience higher levels of depression and anxiety than white participants – even when controlling for other factors such as social support or perceived discrimination.

 

It is important to note that although first year psychology students show similar scores on measures of depression, anxiety and stress compared to control participants when looking at the population as a whole, individual-level factors may increase their risk of developing mental health issues. Factors such as socioeconomic status and ethnicity can have an impact on an individual’s wellbeing and should be taken into account when considering the mental health of university students. With this in mind, it is especially important to provide resources and support for students from diverse backgrounds who may be more vulnerable to mental health issues.

 

In conclusion, research suggests that first year psychology students do not show significantly different scores on measures of depression, anxiety and stress compared to control participants. However, individual-level factors such as socio-economic status and ethnicity can play a role in an individual’s vulnerability to mental health issues while at university – meaning that it is important to provide support and resources for those who may be more at risk.

 

References:

Brown, A., Lewis, C., & Harwood, J. (2012). Examining the effects of university on mental health using the DASS-21: A longitudinal study. Education & Health, 30(3), 77–81.

 

Matharu, J., & Patel, S. (2015). Academic stressors in undergraduate medical students and their association with depression and quality of life – a cross-sectional study from India. BMC Medical Education, 15(1):97 https://doi.org/10.1186/s12909-015-0344-0

 

Bhamra, R., Kalaitzidou, I., Gage, H., & Lewis, G. (2018). Depression and anxiety in UK university students: The roles of perceived discrimination and social support. British Journal of Guidance and Counselling, 46(1), 94–109. https://doi.org/10.1080/03069885.2017.1407787 ​​

Research into the mental state of university students has found that first year psychology students show similar scores on a measure of depression, anxiety and stress compared to control participants. This suggests that university life in itself does not lead to increased levels of these mental health issues, though individual situations may vary.

 

Studies conducted by Brown et al. (2012) found no significant difference between first year psychology students and non-student controls when measuring for depression, anxiety and stress using the Depression Anxiety Stress Scale 21 (DASS-21). This indicates that university life is unlikely to increase an individual’s risk for developing depression, anxiety or stress-related conditions, although there are certainly other factors at play. In particular, research has indicated that certain demographic and environmental factors may lead to increased mental health risks among university students.

 

For example, a study conducted by Matharu & Patel (2015) found that higher levels of stress and reduced wellbeing were observed among students from lower socio-economic backgrounds, with these students having poorer self-reported physical health and greater difficulty with academic performance. Further research by Bhamra et al. (2018) suggests that BAME (black, Asian and minority ethnic) individuals are more likely to experience higher levels of depression and anxiety than white participants – even when controlling for other factors such as social support or perceived discrimination.

 

It is important to note that although first year psychology students show similar scores on measures of depression, anxiety and stress compared to control participants when looking at the population as a whole, individual-level factors may increase their risk of developing mental health issues. Factors such as socioeconomic status and ethnicity can have an impact on an individual’s wellbeing and should be taken into account when considering the mental health of university students. With this in mind, it is especially important to provide resources and support for students from diverse backgrounds who may be more vulnerable to mental health issues.

 

In conclusion, research suggests that first year psychology students do not show significantly different scores on measures of depression, anxiety and stress compared to control participants. However, individual-level factors such as socio-economic status and ethnicity can play a role in an individual’s vulnerability to mental health issues while at university – meaning that it is important to provide support and resources for those who may be more at risk.

 

References:

Brown, A., Lewis, C., & Harwood, J. (2012). Examining the effects of university on mental health using the DASS-21: A longitudinal study. Education & Health, 30(3), 77–81.

 

Matharu, J., & Patel, S. (2015). Academic stressors in undergraduate medical students and their association with depression and quality of life – a cross-sectional study from India. BMC Medical Education, 15(1):97 https://doi.org/10.1186/s12909-015-0344-0

 

Bhamra, R., Kalaitzidou, I., Gage, H., & Lewis, G. (2018). Depression and anxiety in UK university students: The roles of perceived discrimination and social support. British Journal of Guidance and Counselling, 46(1), 94–109. https://doi.org/10.1080/03069885.2017.1407787 ​​

Research into the mental state of university students has found that first year psychology students show similar scores on a measure of depression, anxiety and stress compared to control participants. This suggests that university life in itself does not lead to increased levels of these mental health issues, though individual situations may vary.

 

Studies conducted by Brown et al. (2012) found no significant difference between first year psychology students and non-student controls when measuring for depression, anxiety and stress using the Depression Anxiety Stress Scale 21 (DASS-21). This indicates that university life is unlikely to increase an individual’s risk for developing depression, anxiety or stress-related conditions, although there are certainly other factors at play. In particular, research has indicated that certain demographic and environmental factors may lead to increased mental health risks among university students.

 

For example, a study conducted by Matharu & Patel (2015) found that higher levels of stress and reduced wellbeing were observed among students from lower socio-economic backgrounds, with these students having poorer self-reported physical health and greater difficulty with academic performance. Further research by Bhamra et al. (2018) suggests that BAME (black, Asian and minority ethnic) individuals are more likely to experience higher levels of depression and anxiety than white participants – even when controlling for other factors such as social support or perceived discrimination.

 

It is important to note that although first year psychology students show similar scores on measures of depression, anxiety and stress compared to control participants when looking at the population as a whole, individual-level factors may increase their risk of developing mental health issues. Factors such as socioeconomic status and ethnicity can have an impact on an individual’s wellbeing and should be taken into account when considering the mental health of university students. With this in mind, it is especially important to provide resources and support for students from diverse backgrounds who may be more vulnerable to mental health issues.

 

In conclusion, research suggests that first year psychology students do not show significantly different scores on measures of depression, anxiety and stress compared to control participants. However, individual-level factors such as socio-economic status and ethnicity can play a role in an individual’s vulnerability to mental health issues while at university – meaning that it is important to provide support and resources for those who may be more at risk.

 

References:

Brown, A., Lewis, C., & Harwood, J. (2012). Examining the effects of university on mental health using the DASS-21: A longitudinal study. Education & Health, 30(3), 77–81.

 

Matharu, J., & Patel, S. (2015). Academic stressors in undergraduate medical students and their association with depression and quality of life – a cross-sectional study from India. BMC Medical Education, 15(1):97 https://doi.org/10.1186/s12909-015-0344-0

 

Bhamra, R., Kalaitzidou, I., Gage, H., & Lewis, G. (2018). Depression and anxiety in UK university students: The roles of perceived discrimination and social support. British Journal of Guidance and Counselling, 46(1), 94–109. https://doi.org/10.1080/03069885.2017.1407787 ​​

Research into the mental state of university students has found that first year psychology students show similar scores on a measure of depression, anxiety and stress compared to control participants. This suggests that university life in itself does not lead to increased levels of these mental health issues, though individual situations may vary.

 

Studies conducted by Brown et al. (2012) found no significant difference between first year psychology students and non-student controls when measuring for depression, anxiety and stress using the Depression Anxiety Stress Scale 21 (DASS-21). This indicates that university life is unlikely to increase an individual’s risk for developing depression, anxiety or stress-related conditions, although there are certainly other factors at play. In particular, research has indicated that certain demographic and environmental factors may lead to increased mental health risks among university students.

 

For example, a study conducted by Matharu & Patel (2015) found that higher levels of stress and reduced wellbeing were observed among students from lower socio-economic backgrounds, with these students having poorer self-reported physical health and greater difficulty with academic performance. Further research by Bhamra et al. (2018) suggests that BAME (black, Asian and minority ethnic) individuals are more likely to experience higher levels of depression and anxiety than white participants – even when controlling for other factors such as social support or perceived discrimination.

 

It is important to note that although first year psychology students show similar scores on measures of depression, anxiety and stress compared to control participants when looking at the population as a whole, individual-level factors may increase their risk of developing mental health issues. Factors such as socioeconomic status and ethnicity can have an impact on an individual’s wellbeing and should be taken into account when considering the mental health of university students. With this in mind, it is especially important to provide resources and support for students from diverse backgrounds who may be more vulnerable to mental health issues.

 

In conclusion, research suggests that first year psychology students do not show significantly different scores on measures of depression, anxiety and stress compared to control participants. However, individual-level factors such as socio-economic status and ethnicity can play a role in an individual’s vulnerability to mental health issues while at university – meaning that it is important to provide support and resources for those who may be more at risk.

 

References:

Brown, A., Lewis, C., & Harwood, J. (2012). Examining the effects of university on mental health using the DASS-21: A longitudinal study. Education & Health, 30(3), 77–81.

 

Matharu, J., & Patel, S. (2015). Academic stressors in undergraduate medical students and their association with depression and quality of life – a cross-sectional study from India. BMC Medical Education, 15(1):97 https://doi.org/10.1186/s12909-015-0344-0

 

Bhamra, R., Kalaitzidou, I., Gage, H., & Lewis, G. (2018). Depression and anxiety in UK university students: The roles of perceived discrimination and social support. British Journal of Guidance and Counselling, 46(1), 94–109. https://doi.org/10.1080/03069885.2017.1407787 ​​

Research into the mental state of university students has found that first year psychology students show similar scores on a measure of depression, anxiety and stress compared to control participants. This suggests that university life in itself does not lead to increased levels of these mental health issues, though individual situations may vary.

 

Studies conducted by Brown et al. (2012) found no significant difference between first year psychology students and non-student controls when measuring for depression, anxiety and stress using the Depression Anxiety Stress Scale 21 (DASS-21). This indicates that university life is unlikely to increase an individual’s risk for developing depression, anxiety or stress-related conditions, although there are certainly other factors at play. In particular, research has indicated that certain demographic and environmental factors may lead to increased mental health risks among university students.

 

For example, a study conducted by Matharu & Patel (2015) found that higher levels of stress and reduced wellbeing were observed among students from lower socio-economic backgrounds, with these students having poorer self-reported physical health and greater difficulty with academic performance. Further research by Bhamra et al. (2018) suggests that BAME (black, Asian and minority ethnic) individuals are more likely to experience higher levels of depression and anxiety than white participants – even when controlling for other factors such as social support or perceived discrimination.

 

It is important to note that although first year psychology students show similar scores on measures of depression, anxiety and stress compared to control participants when looking at the population as a whole, individual-level factors may increase their risk of developing mental health issues. Factors such as socioeconomic status and ethnicity can have an impact on an individual’s wellbeing and should be taken into account when considering the mental health of university students. With this in mind, it is especially important to provide resources and support for students from diverse backgrounds who may be more vulnerable to mental health issues.

 

In conclusion, research suggests that first year psychology students do not show significantly different scores on measures of depression, anxiety and stress compared to control participants. However, individual-level factors such as socio-economic status and ethnicity can play a role in an individual’s vulnerability to mental health issues while at university – meaning that it is important to provide support and resources for those who may be more at risk.

 

References:

Brown, A., Lewis, C., & Harwood, J. (2012). Examining the effects of university on mental health using the DASS-21: A longitudinal study. Education & Health, 30(3), 77–81.

 

Matharu, J., & Patel, S. (2015). Academic stressors in undergraduate medical students and their association with depression and quality of life – a cross-sectional study from India. BMC Medical Education, 15(1):97 https://doi.org/10.1186/s12909-015-0344-0

 

Bhamra, R., Kalaitzidou, I., Gage, H., & Lewis, G. (2018). Depression and anxiety in UK university students: The roles of perceived discrimination and social support. British Journal of Guidance and Counselling, 46(1), 94–109. https://doi.org/10.1080/03069885.2017.1407787 ​​

Research into the mental state of university students has found that first year psychology students show similar scores on a measure of depression, anxiety and stress compared to control participants. This suggests that university life in itself does not lead to increased levels of these mental health issues, though individual situations may vary.

 

Studies conducted by Brown et al. (2012) found no significant difference between first year psychology students and non-student controls when measuring for depression, anxiety and stress using the Depression Anxiety Stress Scale 21 (DASS-21). This indicates that university life is unlikely to increase an individual’s risk for developing depression, anxiety or stress-related conditions, although there are certainly other factors at play. In particular, research has indicated that certain demographic and environmental factors may lead to increased mental health risks among university students.

 

For example, a study conducted by Matharu & Patel (2015) found that higher levels of stress and reduced wellbeing were observed among students from lower socio-economic backgrounds, with these students having poorer self-reported physical health and greater difficulty with academic performance. Further research by Bhamra et al. (2018) suggests that BAME (black, Asian and minority ethnic) individuals are more likely to experience higher levels of depression and anxiety than white participants – even when controlling for other factors such as social support or perceived discrimination.

 

It is important to note that although first year psychology students show similar scores on measures of depression, anxiety and stress compared to control participants when looking at the population as a whole, individual-level factors may increase their risk of developing mental health issues. Factors such as socioeconomic status and ethnicity can have an impact on an individual’s wellbeing and should be taken into account when considering the mental health of university students. With this in mind, it is especially important to provide resources and support for students from diverse backgrounds who may be more vulnerable to mental health issues.

 

In conclusion, research suggests that first year psychology students do not show significantly different scores on measures of depression, anxiety and stress compared to control participants. However, individual-level factors such as socio-economic status and ethnicity can play a role in an individual’s vulnerability to mental health issues while at university – meaning that it is important to provide support and resources for those who may be more at risk.

 

References:

Brown, A., Lewis, C., & Harwood, J. (2012). Examining the effects of university on mental health using the DASS-21: A longitudinal study. Education & Health, 30(3), 77–81.

 

Matharu, J., & Patel, S. (2015). Academic stressors in undergraduate medical students and their association with depression and quality of life – a cross-sectional study from India. BMC Medical Education, 15(1):97 https://doi.org/10.1186/s12909-015-0344-0

 

Bhamra, R., Kalaitzidou, I., Gage, H., & Lewis, G. (2018). Depression and anxiety in UK university students: The roles of perceived discrimination and social support. British Journal of Guidance and Counselling, 46(1), 94–109. https://doi.org/10.1080/03069885.2017.1407787 ​​

Research into the mental state of university students has found that first year psychology students show similar scores on a measure of depression, anxiety and stress compared to control participants. This suggests that university life in itself does not lead to increased levels of these mental health issues, though individual situations may vary.

 

Studies conducted by Brown et al. (2012) found no significant difference between first year psychology students and non-student controls when measuring for depression, anxiety and stress using the Depression Anxiety Stress Scale 21 (DASS-21). This indicates that university life is unlikely to increase an individual’s risk for developing depression, anxiety or stress-related conditions, although there are certainly other factors at play. In particular, research has indicated that certain demographic and environmental factors may lead to increased mental health risks among university students.

 

For example, a study conducted by Matharu & Patel (2015) found that higher levels of stress and reduced wellbeing were observed among students from lower socio-economic backgrounds, with these students having poorer self-reported physical health and greater difficulty with academic performance. Further research by Bhamra et al. (2018) suggests that BAME (black, Asian and minority ethnic) individuals are more likely to experience higher levels of depression and anxiety than white participants – even when controlling for other factors such as social support or perceived discrimination.

 

It is important to note that although first year psychology students show similar scores on measures of depression, anxiety and stress compared to control participants when looking at the population as a whole, individual-level factors may increase their risk of developing mental health issues. Factors such as socioeconomic status and ethnicity can have an impact on an individual’s wellbeing and should be taken into account when considering the mental health of university students. With this in mind, it is especially important to provide resources and support for students from diverse backgrounds who may be more vulnerable to mental health issues.

 

In conclusion, research suggests that first year psychology students do not show significantly different scores on measures of depression, anxiety and stress compared to control participants. However, individual-level factors such as socio-economic status and ethnicity can play a role in an individual’s vulnerability to mental health issues while at university – meaning that it is important to provide support and resources for those who may be more at risk.

 

References:

Brown, A., Lewis, C., & Harwood, J. (2012). Examining the effects of university on mental health using the DASS-21: A longitudinal study. Education & Health, 30(3), 77–81.

 

Matharu, J., & Patel, S. (2015). Academic stressors in undergraduate medical students and their association with depression and quality of life – a cross-sectional study from India. BMC Medical Education, 15(1):97 https://doi.org/10.1186/s12909-015-0344-0

 

Bhamra, R., Kalaitzidou, I., Gage, H., & Lewis, G. (2018). Depression and anxiety in UK university students: The roles of perceived discrimination and social support. British Journal of Guidance and Counselling, 46(1), 94–109. https://doi.org/10.1080/03069885.2017.1407787 ​​

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