Qiang Jingyu
ABSTRACT
This study explores the intricate relationships between mental health, protective factors, and academic performance among college students. With the increasing prevalence of mental health challenges such as anxiety, depression, and the pressure from academic and social demands, this research aims to identify key protective factors at the family, school, and individual levels that can promote students’ well-being and improve academic outcomes. A mixed-methods approach was used, involving a survey of 1,032 undergraduate students, which combined structured questionnaires and open-ended responses. Quantitative analysis was employed to examine the associations between mental health and academic performance, while qualitative responses provided insights into specific challenges students face. The results indicate that protective factors—such as supportive family environments, positive school climates, and individual resilience—are inversely related to anxiety, depression, and academic pressure, suggesting their potential to mitigate mental health struggles. Additionally, mental health status was found to be significantly correlated with GPA, where higher levels of anxiety and depression were associated with lower academic performance. The study also identifies specific challenges, including sleep disturbances, family tensions, and interpersonal conflicts, which negatively affect both mental health and academic achievement. Based on these findings, the study proposes an action plan to strengthen mental health support through collaboration among families, academic institutions, and mental health services. This research highlights the critical need for a holistic support system to enhance students’ well-being and foster academic success.
Keywords: Academic performance, college students, intervention, mental health, protective factors
https://doi.org/10.57180/zpmd9003