ABSTRACT

This study examines the relationship between students’ mental health status and their psychological well-being, as well as their academic performance. The results reveal that students generally exhibit moderate levels of depression, anxiety, and stress, suggesting the presence of psychological distress but not at extreme levels. In terms of psychological well-being, students display moderate levels across key dimensions such as autonomy, environmental mastery, personal growth, positive relationships, purpose in life, and self-acceptance. These findings suggest that while students generally maintain a reasonable level of mental and emotional health, there is room for improvement, particularly in developing a stronger sense of self-worth, control, and personal growth. The study also highlights that there is no significant relationship between students’ mental health status (in terms of depression, anxiety, and stress) and their psychological well-being or academic performance, as indicated by high probability values (greater than 0.05). This suggests that while mental health challenges may influence students’ overall well-being and academic outcomes, their impact may not be direct or uniform across all individuals. Based on these findings, the study recommends interventions like mentorship programs, self-development workshops, and initiatives to foster positive social interactions, which could enhance students’ emotional resilience and overall psychological well-being.

Keywords: Mental health, psychological well-being, academic performance, depression, anxiety
https://doi.org/10.57180/hqua3260