Mental Distress, Coping Strategies, and Academic Achievement among University Students
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Date
2024-02
Authors
Ntoiti, Anne Kathure
Kigen, Edward Munyengwo
Kinai, Theresia Kavuli
Mawang, Lucy Lugo
Journal Title
Journal ISSN
Volume Title
Publisher
South Florida Journal of Development
Abstract
Emerging research suggests that the global prevalence of youth mental distress has increased considerably
during COVID-19 pandemic. Mental health among Kenyan Youth had already been deteriorating prior to
the pandemic. This is largely attributed to academic pressure, financial constraints, interpersonal relations,
and adjustment to university environment. Negative coping strategies, such as alcohol and substance use,
adversely affect academic advancement, and mostly lead to students drop out. It is often unclear what
preventive measures and interventions might be effective for university students. This study (a) examines
the relationship among mental distress and undergraduate students’ academic achievement and (b)
assesses the role of coping strategies in this relationship. The study adopted a descriptive survey and
correlational research design. Participants were 277 students (Females = 52%, Males = 48%) randomly
sampled from four universities in Kenya (two public and two private). Ethical approval for the study was
obtained from the relevant authorities. The majority (91.3%) were aged above 18 years. Self-report
Depression, Anxiety and Stress Scale-21 Items (DASS-21) and Stress Coping Strategies Questionnaire
(SCSQ) were adopted to measure mental health and coping strategies, respectively. Students indicated
their Grade Point Average (GPA) as shown in the university system. Findings indicated that a significant
negative correlation was established between overall mental distress and GPA (r = - .15, p = .01).
Unexpectedly, coping strategies did not mediate the association between mental distress and academic
achievement as measured by the GPA. The findings are discussed in relation to previous studies and
implications for university education.
Description
Article
Keywords
mental distress, stress, anxiety, depression, stress coping strategies, academic achievement
Citation
Ntoiti, A. K., Kigen, E. M., Kinai, T. K., & Mawang, L. L. (2024). Mental Distress, Coping Strategies, and Academic Achievement among University Students. South Florida Journal of Development, 5(2), 845–852. https://doi.org/10.46932/sfjdv5n2-034