Predictors of Mental Health Literacy and Information Seeking Behavior Toward Mental Health Among University Students in Resource-Limited Settings

Mental health issues and the association of mental health literacy among adolescents in urban Ethiopia

BACKGROUND

Epidemiological evidence about the prevalence of adolescent mental health issues and their association with mental health literacy is crucial for sustained mental health promotion strategies. Adolescence is a critical life stage for mental health promotion. However, evidence is not available among Ethiopian school adolescents. Hence, the present study examined the prevalence of adolescents' mental health issues and their correlation with mental health literacy.

MATERIALS AND METHODS

A cross-sectional study was conducted among adolescents (grades 5-12) in Dire Dawa city, Eastern Ethiopia using multistage random sampling. Data was collected using the Strength and Difficulty Questionnaire, WHO-5 well-being index, and mental health literacy questionnaire. SPSS version 25 was used for the descriptive, Chi-square, binary logistic regression, and correlation analyses.

RESULTS

Between 14.0-24.5% of adolescents had reported mental health problems: internalizing problems (14.9-28.8%), emotional problems (10.4-25.5%), and peer relationship problems (17.8-25.5%). These mental health problems were significantly greater among adolescents who had either themselves or their family members used psychoactive substances (p≤0.05). Females from upper elementary (5-8 grade) and lower secondary (9-10) grade levels had a higher prevalence of mental health problems (AOR: 2.60 (0.95-7.10, p<0.05)). The effect of age, parental education, or employment status was insignificant (p>0.05). The prevalence of depression ranged from 18.0-25.5%. Mental health literacy was negatively correlated with total difficulties scores and positively associated with mental well-being scores (p<0.05).

CONCLUSION

The prevalence of adolescents' mental health problems was higher. It implied that promoting mental health literacy could enhance adolescents' positive mental health. Intervention programs should prioritize vulnerable groups and individuals reporting symptoms of mental health difficulties. Future studies should involve qualitative studies and consider effect of other determinants.

Association between social capital, mental health, and digital health literacy among the university students in China: a multigroup analysis based on major difference

BACKGROUND

This study aimed to clarify medical-nonmedical difference on the relationship between social capital, mental health and digital health literacy of university students in China, and furtherly provide evidence-based suggestions on the improvement of the digital health literacy for the university students.

METHODS

The snowball sampling method was used to collect data from the university students (including medical students and nonmedical students) through online questionnaires, and finally 1472 university students were included for the data analysis, of whom, 665 (45.18%) were medical students, 807 (54.82%) were nonmedical students; 462 (31.39%) were male, 1010 (68.61%) were female. Mean value of the age was 21.34 ± 2.33 for medical students vs. 20.96 ± 2.16 for nonmedical students. Descriptive analysis, chi-square test analysis, one-way Analysis of Variance (conducted by SPSS) and structural equation modeling (conducted by AMOS) were employed to explore the difference on the relationship between social capital, mental health and digital health literacy between the medical students and nonmedical students.

RESULTS

The mean value of the digital health literacy was 36.27 (37.33 for medical students vs. 35.39 for nonmedical students). The SEM analysis showed that there was a statistically positive correlation between social capital and digital health literacy (stronger among the nonmedical students (0.317) than medical students (0.184)). Mental health had a statistically positive impact on the digital health literacy among medical students (0.242), but statistically significant correlation was not observed in nonmedical students (0.017). Social capital was negatively correlated with the mental health for both medical students and NMS (stronger among the nonmedical students (0.366) than medical students (0.255)). And the fitness indices of SEM were same between medical students and nonmedical students (GFI = 0.911, AGFI = 0.859, CFI = 0.922, RMSEA = 0.074).

CONCLUSION

The digital health literacy of the university student was relatively high. Both social capital and mental health could exert a positive effect on digital health literacy, while social capital was found to be positively associated with mental health. Statistical difference was found between medical students and nonmedical students on the above correlations. Implications were given on the improvement of the digital health literacy among university students in China.

Modifiable predictors of mental health literacy in the educational context: a systematic review and meta-analysis

Mental health literacy is vital for well-being in educational settings, extending beyond academics to include social and emotional development. It empowers individuals, allowing them to recognize and address their mental health needs and provide essential support to their peers. Despite the acknowledged importance of modifiable factors, there is a noticeable research gap in those amenable to change through educational interventions. Thus, this systematic review aims to identify potentially modifiable predictors of mental health literacy in the educational context. A systematic search was conducted for quantitative studies published between 2019 and October 2023 using several databases following PRISMA guidelines. Studies needed to focus on potentially modifiable predictors of mental health literacy in the educational context. Study quality was assessed using the Appraisal tool for Cross-Sectional Studies (AXIS tool). In total, 3747 titles and abstracts were screened, 60 articles were assessed in full-text screening, and 21 were included in the review. Significant correlations between mental health literacy and modifiable predictors, including stigma toward professional help, self-efficacy, attitudes toward help-seeking, social support, positive psychological states, receiving mental health training, and psychological distress, were identified. By addressing these factors, educational institutions can cultivate community's adept in mental health, fostering an environment marked by empathy, understanding, and proactive engagement in addressing mental health issues. The implications serve as a foundation for future research, policy development, and implementing of practical strategies to enhance mental health literacy in diverse educational settings.

Mental health literacy of undergraduate radiography students in Zimbabwe

INTRODUCTION

Assessing the Mental Health Literacy (MHL) of students is crucial in having an understanding of mental health knowledge gaps, stigma, wrong beliefs, risk factors, and treatment-seeking behaviour. The aim of this study was to use a validated scale to examine the MHL of radiography students at a tertiary institution in Harare, Zimbabwe.

METHODS

A cross-sectional descriptive survey was conducted to assess the MHL of radiography students at a tertiary institution in Harare, Zimbabwe, using a validated MHL scale. Individual t-tests and analysis of variance (ANOVA) tests were conducted for each variable to examine the differences between groups expected to differ in their MHL.

RESULTS

A total of 89 students were enrolled into the study. The overall mean MHL score was 96.62 (SD-9.55), with students less knowledgeable on environmental, social, familial, or biological factors that increase the risk of developing a mental illness. Gender had no statistically significant effect on the overall score, t(83) = -0.81, p = 0.42 [Males had mean score = 95.64, SD = 10.14; and Females had mean score = 97.35, SD = 9.12]]. However, there was a significant difference in recognition of disorders by gender, t(83) = -2.42, p = 0.02, with female students (M = 26.24, SD =2.68) scoring higher than male students (M =24.69, SD =3.21). In addition, students with a previous history of mental health disorders scored higher (M =26.86, SD = 2.19) than those with no previous history (M =25.47, SD =3.04), however the difference was not statistically significant.

CONCLUSION

The students in the current study demonstrated lower MHL compared to most studies in the literature. Students were less knowledgeable about environmental, social, familial, or biological factors that increase the risk of developing a mental illness. Furthermore, a correlation between MHL and mental health experience was demonstrated. The implication of these findings is that the curriculum ought to be developed to help undergraduate radiography students become more knowledgeable about mental health and comfortable seeking appropriate support.