1.1 Introduction
Mental health disorders are a range of psychological conditions characterized by alterations in thinking, mood, or behavior that cause significant distress or impairment. Common disorders among undergraduates include anxiety disorders, depression, and stress-related disorders (American Psychiatric Association, 2013). The increasing prevalence of mental health disorders among undergraduate students has become a significant public health concern worldwide. Mental health, which encompasses emotional, psychological, and social well-being, is crucial for students' academic success and overall quality of life. However, the transition to university life often brings various stressors, such as academic pressure, social challenges, and financial burdens, which can contribute to the onset of mental health issues (Hunt & Eisenberg, 2010).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
The history of mental health disorders among undergraduates is closely tied to the broader evolution of mental health awareness and treatment within society. in the early 20th century, mental health issues were largely stigmatized and often misunderstood, with little focus on the specific needs of university students. The academic environment prioritized intellectual development, often at the expense of emotional and psychological well-being. Consequently, mental health issues among students were frequently overlooked or inadequately addressed (Horwitz, 2019).
In the late 20th century, as research on mental health expanded, universities increasingly recognized the importance of addressing mental health disorders among students. Studies began to document the prevalence of conditions such as depression, anxiety, and substance abuse among undergraduates, highlighting the need for more robust mental health services (Gallagher, 2014). The rise of the internet and digital communication in the 1990s also played a role in changing the landscape of mental health services, as it provided new platforms for awareness and support, albeit with challenges related to online harassment and misinformation (Arria et al., 2009).
Entering the 21st century, mental health disorders among undergraduates have become a focal point of concern for higher education institutions worldwide. The pressures of modern life, including the increased use of social media, heightened academic competition, and economic uncertainties, have contributed to rising levels of stress and mental health issues among students (Twenge, 2017). Universities have responded by expanding mental health services, promoting mental health literacy, and integrating wellness programs into campus life. Despite these efforts, the demand for mental health services continues to outpace availability, and stigma remains a barrier to seeking help (Lipson et al., 2019).
Historically, mental health issues among undergraduates were often overlooked, with the focus primarily on academic achievement and physical health. However, the past few decades have seen a shift in understanding the importance of mental health, particularly in the context of higher education. Research has demonstrated that the university environment, with its unique set of stressors such as academic pressure, financial difficulties, and social challenges, can exacerbate mental health problems (Beiter et al., 2015). The transition to university life often coincides with the developmental stage of late adolescence to early adulthood, a period characterized by significant psychological and social changes. This stage is also associated with the onset of many mental health disorders, making undergraduates particularly vulnerable (Kessler et al., 2007).
The Prevalence of Mental Health Disorders Among Undergraduate Students is not uniform across populations and can be influenced by various factors, including socioeconomic status, cultural background, and availability of mental health services (Auerbach et al., 2016). Studies have shown that students who experience mental health issues often face difficulties in academic performance, lower retention rates, and challenges in forming and maintaining social relationships (Eisenberg, Gollust, Golberstein, & Hefner, 2007). Despite the growing awareness of these issues, many students do not seek help due to stigma, lack of awareness, or inadequate access to mental health services (Downs & Eisenberg, 2012).
As mental health disorders become more prevalent, universities are increasingly recognizing the need to address these issues through comprehensive mental health services and supportive policies. The purpose of this study is to investigate the Prevalence of Mental Health Disorders Among Undergraduate Students, identify key factors contributing to these disorders, and provide insights into how universities can better support their students' mental health. By understanding the scope and nature of mental health issues in this population, educational institutions can develop targeted interventions to improve the well-being and academic success of their students.
Studies have shown that undergraduates are particularly vulnerable to mental health disorders, including anxiety, depression, and substance abuse. According to the World Health Organization (WHO), nearly one in five university students globally experiences some form of mental health disorder (WHO, 2019). The onset of these disorders often coincides with the age range typical of undergraduate students, making it a critical period for intervention and support (Kessler et al., 2007).
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to explore the prevalence of these disorders, identify contributing factors, and provide insights that can inform the development of effective interventions and support systems within educational institutions.
1.3 Statement of Problems
Investigation revealed that one major problem is the underreporting of mental health issues due to stigma and the fear of being judged by peers or faculty, which prevents students from seeking the help they need (Downs & Eisenberg, 2012). This situation is exacerbated by insufficient mental health resources on many campuses, where the demand for counseling services often exceeds the available capacity, leading to long wait times and inadequate support (Lipson et al., 2019).
Another significant issue is the lack of a comprehensive understanding of how different factors, such as socioeconomic status, academic pressure, and social media use, contribute to the mental health challenges faced by undergraduates. This lack of understanding makes it difficult to develop targeted interventions that address the root causes of these disorders (Auerbach et al., 2016).
Additionally, the transition to university life itself is a critical period during which many students experience mental health challenges for the first time. The combination of academic pressure, social isolation, and financial strain can exacerbate existing mental health conditions or trigger new ones (Beiter et al., 2015). However, universities often lack the necessary frameworks to provide adequate support during this transition, leaving students vulnerable. Hence, it is against this backdrop that this study aims to determine the Prevalence of Mental Health Disorders Among Undergraduate Students.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the prevalence of mental health disorders among undergraduate students. In achieving this aim, the following specific objectives were laid out as follows:
- To determine the prevalence rates of specific mental health disorders, such as anxiety, depression, and stress, among undergraduate students.
- To assess the impact of mental health disorders on students' academic performance, social relationships, and overall well-being.
- To identify the demographic, academic, and social factors associated with higher risks of mental health disorders in this population.
- To evaluate the accessibility and effectiveness of mental health services and resources available to undergraduate students.
- To provide recommendations for improving mental health support systems within universities to better address the needs of students.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What demographic, academic, and social factors are associated with an increased risk of mental health disorders among undergraduates?
- How do mental health disorders impact the academic performance and social relationships of undergraduate students?
- What are the current mental health services and resources available to undergraduates, and how effective are they in addressing students' mental health needs?
- What are the most common mental health disorders among undergraduate students?
- What strategies can be implemented to improve mental health support systems for undergraduates in educational institutions?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H01: Mental health disorders have a negative impact on the academic performance and social relationships of undergraduate students.
- H02: There is a high prevalence of mental health disorders, such as anxiety and depression, among undergraduate students.
- H03: Academic stress and social isolation are significant predictors of mental health disorders among undergraduate students.
1.7 Significance of Study
This study will hold significance for various stakeholders involved in the academic and mental health landscape.
- University Administrators: The findings will help university administrators understand the mental health challenges their students face, enabling them to allocate resources more effectively and implement targeted support systems to improve student well-being and academic outcomes.
- Policy Makers: The study will provide evidence-based insights that will inform policy decisions related to mental health funding and program development within higher education institutions, ensuring that resources are directed toward the most impactful areas.
- Mental Health Practitioners: Mental health practitioners working within or in collaboration with universities will benefit from the study's insights into the prevalence and nature of mental health disorders among students, guiding the development of tailored therapeutic interventions and prevention strategies.
- Students: Students will gain from improved mental health services and resources that will be informed by the study's findings, contributing to a healthier and more supportive campus environment that promotes both their academic success and overall well-being.
- Researchers: Future researchers will find the study valuable as it will contribute to the broader academic discourse on mental health in higher education, providing a foundation for further studies and innovations in mental health care strategies for undergraduate populations.
1.8 Scope of Study
The scope of the research is focused on the Prevalence of Mental Health Disorders Among Undergraduate Students using students attending University of Benin (UNIBEN) in Edo State as a case study.
1.9 Limitations of the Study
The study on the Prevalence of Mental Health Disorders Among Undergraduate Students faced several limitations.
- One significant limitation was the issue of insufficient data, which was due to a lower than expected response rate from survey participants. This limited the ability to generalize findings across the entire undergraduate population.
- Frequent power failures during data collection periods also impacted the study, causing delays and potential data loss, which hindered the continuity and reliability of the data collection process. Additionally, delays from respondents in returning completed surveys further affected the timely analysis of data.
- Financial constraints were another limitation, as the budget allocated for the study was insufficient to cover all necessary aspects, such as extended data collection periods or enhanced recruitment efforts.
- Time constraints also played a role, as the limited timeframe for conducting and completing the study restricted the depth of analysis and the ability to address all research questions comprehensively.
1.10 Definition of Terms
Prevalence:
In this study, prevalence refers to the proportion of undergraduate students who experience mental health disorders at a given time. It indicates how widespread these disorders are within the undergraduate population. Prevalence rates are typically expressed as a percentage of the total population studied (WHO, 2019).
Mental Health Disorders:
Mental health disorders are a range of psychological conditions characterized by alterations in thinking, mood, or behavior that cause significant distress or impairment. Common disorders among undergraduates include anxiety disorders, depression, and stress-related disorders (American Psychiatric Association, 2013).
Anxiety Disorders:
These are mental health conditions characterized by excessive fear or worry that interfere with daily functioning. Examples include generalized anxiety disorder, panic disorder, and social anxiety disorder (National Institute of Mental Health, 2020).
Depression:
Depression is a mood disorder that involves persistent feelings of sadness, hopelessness, and a lack of interest in activities. It significantly impacts daily functioning and overall quality of life (American Psychiatric Association, 2013).
Stress-Related Disorders:
These disorders occur in response to significant stressors and include conditions such as acute stress disorder and post-traumatic stress disorder. They are characterized by symptoms such as intrusive thoughts, avoidance behaviors, and heightened arousal (American Psychological Association, 2019).
Academic Stress:
Academic stress refers to the pressure and anxiety students experience related to their academic responsibilities, including exams, deadlines, and performance expectations (Misra & McKean, 2000).
Social Isolation:
Social isolation is a lack of social connections and interactions, which can exacerbate feelings of loneliness and contribute to mental health issues (Hawkley & Cacioppo, 2010).
