Attending university represents a significant transition in students’ lives, often accompanied by high levels of stress and adjustment challenges that can adversely affect their mental, emotional, and physical well-being. This transition is particularly complex for students with prior traumatic experiences, as they may face heightened difficulties during this critical period.
Objective of the Study
The primary aims of this study were twofold:
To clarify the factors affecting student mental health by cataloging the prevalence and types of traumatic events (including PTSD and complex PTSD) that students experience.
To examine the relationship between students’ mental health and occupational performance through assessments of satisfaction with daily activities and overall quality of life (QoL).
Methodology
The research employed a descriptive cross-sectional design, involving 223 students enrolled in Medicine, Dentistry, Pharmacy, and Allied Health programs. Four self-administered questionnaires were utilized:
International Trauma Questionnaire (ITQ): To assess trauma exposure and symptoms.
Beck’s Depression Inventory (BDI): To evaluate levels of depression.
Self-Satisfaction of Daily Occupation (SDO): To measure satisfaction with daily activities.
World Health Organization Quality of Life Brief (WHOQoLBrief): To assess overall quality of life.
Data analysis involved descriptive statistics and Spearman correlation coefficients to explore relationships between variables.
Results
The findings revealed several significant insights:
Trauma Indicators: According to the ITQ, the most prevalent indicators of trauma among participants included:
68% reported affective dysregulation.
65% reported avoidance and difficulties with self-organization.
Depression Levels: The BDI indicated that 23.3% (n=52) of students reported mild mood disturbances.
Quality of Life Correlations:
Significant negative correlations were identified between BDI scores and both the social domain and environmental domain of QoL (P=0.001), suggesting that higher depression scores are associated with lower satisfaction in these areas.
Activity Satisfaction:
The SDO revealed that satisfaction levels increased with medium levels of activity but decreased when activity levels were high.
A negative correlation between SDO and BDI scores was also noted, indicating that lower satisfaction with daily activities was linked to higher depression levels.
Quality of Life and Daily Activities:
A positive correlation was found between satisfaction with daily occupation (activity level) and WHOQoLBrief scores in both the physical (p> 0.001) and psychological (p=0.006) domains, indicating that higher satisfaction with daily activities correlates with better overall quality of life.
Conclusion
This research highlights the cyclical impact of mental health on university students’ daily activities, quality of life, and occupational performance, particularly among those enrolled in Health Sciences. The study underscores how traumatic events and poor mental health can lead to dissatisfaction with daily tasks, which, in turn, negatively affects both QoL and occupational performance.
These findings emphasize the need for effective outreach strategies within the university community to support students in managing trauma and mental health challenges. By fostering an environment that prioritizes mental well-being, universities can enhance students’ overall satisfaction with their educational experience and improve their quality of life.
Related topics:
