Exploring the Nexus of Mental Health and Academic Performance: A Mixed-Methods Investigation among University Students

Abstract

ABSTRACT

This study explores the complex correlation between mental health and academic achievement among university students, using a mixed-methods methodology to conduct a thorough investigation. The results of quantitative studies demonstrate noteworthy inverse associations between scores of depressions and anxiety and academic performance, whereby depression exhibits a strong predictive capacity for lower grade point average (GPA). The inclusion of qualitative data enhances the statistical relationships by providing a comprehensive comprehension of the personal experiences of students as they navigate mental health difficulties. This research does a comparative analysis of its findings concerning the current body of literature, therefore proposing theoretical implications for frameworks such as the Stress-Coping Model and Bioecological Systems Theory. The study emphasizes the need to implement focused treatments inside academic institutions and suggests fostering connections between academics and mental health professionals. Future research should prioritize the use of longitudinal designs and the exploration of cultural variances. On its whole, this thesis provides significant contributions to the continuing academic discussion around mental health in educational environments. Its primary objective is to provide knowledge that can be used to shape policies and implement practices that promote the well-being and achievement of students.