Mental Distress, Coping Strategies, and Academic Achievement among University Students

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dc.contributor.authorNtoiti, Anne Kathure
dc.contributor.authorKigen, Edward Munyengwo
dc.contributor.authorKinai, Theresia Kavuli
dc.contributor.authorMawang, Lucy Lugo
dc.date.accessioned2024-02-29T06:12:30Z
dc.date.available2024-02-29T06:12:30Z
dc.date.issued2024-02
dc.descriptionArticleen_US
dc.description.abstractEmerging 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.en_US
dc.identifier.citationNtoiti, 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/sfjdv5n2-034en_US
dc.identifier.urihttps://doi.org/10.46932/sfjdv5n2-034
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/27693
dc.language.isoenen_US
dc.publisherSouth Florida Journal of Developmenten_US
dc.subjectmental distressen_US
dc.subjectstressen_US
dc.subjectanxietyen_US
dc.subjectdepressionen_US
dc.subjectstress coping strategiesen_US
dc.subjectacademic achievementen_US
dc.titleMental Distress, Coping Strategies, and Academic Achievement among University Studentsen_US
dc.typeArticleen_US
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