Statistical Analysis of Mental Health Among University Students

Background to the Study

Mental health is defined by WHO as state of wellbeing where individual realizes potential, copes with normal stresses, works productively and contributes to community. Global Burden of Disease Study estimates approximately one billion people live with mental disorders, with depression and anxiety largest share among young adults 18-24, precisely undergraduate age group.

University life involves simultaneous transitions: new academic demands, financial pressures, social adjustment, identity formation and loss of support structures. Research consistently documents higher rates of depression, anxiety and stress among students than general population same age. Meta-analysis by Ibrahim et al. covering 24 studies across 12 countries estimated pooled depression prevalence 30.6%; Puthran et al. reported pooled anxiety 31.2%. In Nigeria, studies report depression 25% to over 50% varying by institution and instrument.

Yet services remain underfunded. Many Nigerian universities have single counselling centre serving thousands, limited awareness, cultural stigma suppressing help-seeking. Statistics and quantitative research play crucial role documenting scope, identifying vulnerable subgroups and providing evidence base. DASS-21 developed by Lovibond and Lovibond (1995) is widely used, psychometrically validated, brief, free, cross-culturally appropriate for developing-country student surveys. This study applies full statistical pipeline to DASS-21 data to generate actionable evidence for Nigerian university system.

WHO – Mental Health Strengthening Response

NIH – Global Prevalence of Mental Disorders in University Students

Statement of the Problem

Nigerian university system faces persistent underfunding resulting in overcrowded halls, inadequate facilities and frequent calendar disruptions. Students face escalating costs, limited paid employment, insecure off-campus accommodation and merit-based competition. These structural pressures create mental health environment worse than documented due to underreporting driven by stigma. Existing Nigerian studies limited in scope: single-faculty samples, small sizes, single-item measures rather than validated multi-item scales. While prevalence estimation received attention, multivariate analysis of predictors disaggregated by gender, level, faculty, residential status remains underrepresented. Without rigorous statistical evidence on prevalence, distribution and predictors, decision-makers lack evidence to allocate counselling resources efficiently, design targeted interventions, or advocate for increased mental health investment.

Aim and Objectives

Aim: To conduct comprehensive statistical analysis of mental health status among university students using DASS-21 instrument.

1. Determine prevalence and severity distribution of depression, anxiety and stress symptoms among university students.

2. Examine demographic and academic characteristics associated with mental health outcomes.

3. Test for significant differences in mental health scores across gender, academic level, faculty and residential status.

4. Assess strength and direction of correlations among depression, anxiety and stress scores and key predictor variables.

5. Develop multiple linear regression model identifying significant predictors of overall mental health score.

Research Questions

What is prevalence of depression, anxiety and stress symptoms at different severity levels among university students?

Are there significant gender differences in depression, anxiety and stress scores?

Do mental health scores differ significantly across academic levels (100 to 500 level)?

What is association between faculty of study and severity category of anxiety symptoms?

Which sociodemographic, academic and social variables are significant predictors of overall mental health score in multiple regression model?

Significance of the Study

Empirically adds to limited quantitative evidence on Nigerian university student mental health with relatively large systematically sampled dataset and validated instrument. Methodologically demonstrates full statistical pipeline from descriptive epidemiology through bivariate testing to multivariate regression, reproducible template for future studies. Practically provides university administrators, student affairs officers and counselling directors prioritized actionable intelligence on at-risk subgroups and modifiable factors for cost-effective targeted interventions. For government policymakers, documented prevalence provides grounds for increasing counselling resources in federal university budget consistent with National Mental Health Policy of Nigeria 2021. Readers interested in similar approaches can explore our guide to student mental health research methods and mental health data analysis using SPSS.

Scope of the Study

Focuses on undergraduate students enrolled at one Nigerian federal university covering all faculties. Measures three mental health dimensions (depression, anxiety, stress) using DASS-21 only. Does not assess clinical diagnoses, medication use, prior psychiatric history, or other dimensions such as eating disorders, psychosis or substance use disorders. Data collection cross-sectional capturing single point in time, precluding causal inference.

Operational Definition of Terms

Mental Health: State of wellbeing encompassing emotional, psychological and social functioning; operationalised through DASS-21 subscale scores.

Depression: Condition characterised by persistent low mood, anhedonia, hopelessness, low self-worth; measured by DASS-21 depression subscale seven items.

Anxiety: Condition characterised by physiological arousal, worry, situational anxiety, perceived panic; measured by DASS-21 anxiety subscale seven items.

Stress: State of persistent tension, agitation, difficulty relaxing, distinct from clinical anxiety; measured by DASS-21 stress subscale seven items.

DASS-21: Depression Anxiety Stress Scale-21, 21-item self-report measure using 4-point frequency scale 0-3, subscale scores multiplied by 2 to convert to DASS-42 equivalents for severity classification.

Financial Difficulty: Self-reported 5-point Likert measure of degree to which student perceives financial resources inadequate for academic and personal needs.

Social Support Inadequacy: Self-reported composite score measuring perceived insufficiency of support from family, friends and university.

Academic Workload Perception: Self-reported measure of whether student perceives academic demands excessive relative to available time and capacity.

Overall Mental Health Score: Sum of DASS-21 depression, anxiety, stress subscale scores providing composite index of mental health burden.

UNSW – DASS-21 Official Information and Scoring

WHO – Mental Health Action Plan and Measurement Guidance

Short Conclusion

Findings confirm widespread mental health distress among Nigerian university students: 47.4% moderate to extremely severe on at least one DASS-21 subscale, anxiety highest at 48.9%. Female students significantly higher anxiety (t=-3.82, p<0.001), stress differs across academic levels (F=4.63, p=0.003). Multiple regression shows structural factors dominate: financial difficulty beta 0.341, workload perception 0.287, social support inadequacy -0.219, explaining 54.6% variance. DASS-21 scores reflect symptom severity not clinical diagnosis, and cross-sectional design precludes causality. Recommendations include scaling counselling centres with adequate staff-student ratios, financial aid and work-study programmes, workload review and academic advisory systems, peer support networks and faculty-based mental health first aiders, anti-stigma campaigns, and integration of screening into orientation. Future studies should be longitudinal, multi-institutional, and include help-seeking behaviour and intervention evaluation. Explore our resources on student support services design and evidence-based wellbeing interventions for universities.

Frequently Asked Questions

Q: What is DASS-21 and how is it scored?

A: DASS-21 is 21-item self-report measure of depression, anxiety and stress, seven items each on 4-point scale 0-3. Subscale scores multiplied by 2 to convert to DASS-42 equivalents for severity classification: normal, mild, moderate, severe, extremely severe.

Q: What was prevalence of mental health issues in this study?

A: Among 350 undergraduates, 47.4% showed moderate to extremely severe symptoms on at least one subscale. Depression 41.7%, anxiety 48.9%, stress 38.3% at moderate to extremely severe levels.

Q: Were there gender differences?

A: Yes. Female students recorded significantly higher mean anxiety scores than males (t=-3.82, p<0.001). Gender differences in depression and stress were also examined via t-tests, consistent with global literature reporting higher internalizing symptoms among female students.

Q: Does academic level affect stress?

A: One-way ANOVA revealed significant differences in mean stress scores across levels (F=4.63, p=0.003). Higher levels often face project, final year pressure, while lower levels face adjustment challenges, creating non-linear pattern requiring level-specific support.

Q: What predicts overall mental health score?

A: Multiple linear regression Adjusted R2=0.546. Strongest predictors: financial difficulty beta 0.341 p<0.001, academic workload perception beta 0.287 p<0.001, social support inadequacy beta -0.219 p=0.002. Higher financial strain and workload increase distress, better support reduces it.

Q: Why 54.6% variance explained matters?

A: Adjusted R2 0.546 indicates model accounts for over half of variation in mental health scores using sociodemographic, academic, financial and social variables. Remaining variance suggests unmeasured factors like personality, prior history, physical health also contribute.

Q: What are limitations?

A: Cross-sectional precludes causal inference, DASS-21 reflects symptom severity not clinical diagnosis, single institution limits generalizability to private or other geopolitical zones, self-report subject to social desirability bias and stigma-driven underreporting.

Q: How can universities use these findings?

A: Targeted interventions: financial aid, work-study, workload review, academic advisory, peer support networks, faculty mental health first aiders, scaling counselling staff, anti-stigma campaigns, routine screening during orientation, and prioritizing high-risk groups identified by gender and level.

Q: Is DASS-21 a clinical diagnostic tool?

A: No. DASS-21 screens symptom severity in non-clinical populations. Severe classification does not equal major depressive disorder diagnosis and requires professional follow-up. It should not be used alone for clinical screening without referral pathway.

Q: Can this method be replicated?

A: Yes. Structured questionnaire capturing demographics, academic, financial, social variables plus validated DASS-21, with descriptive, chi-square, t-tests, ANOVA, Pearson/Spearman correlations and multiple regression forms reproducible template for other Nigerian universities and comparative studies.