Beiter Article

R. Beiter, R. Nash, M. McCrady, D. Rhoades, M. Linscomb, M. Clarahan, S. Sammut
Department of Psychology, Sociology, and Social Work, Franciscan University of Steubenville, Steubenville, OH, USA

History:
- Received: 7 October 2014
- Revised: 15 October 2014
- Accepted: 28 October 2014
- Available Online: 8 November 2014
Keywords: Mental health, College students, Depression, Anxiety, Stress, DASS

Background:
- Franciscan University Counseling Center reported a 231% increase in yearly visits and a 173% increase in total yearly clients over four years. This trend reflects a larger issue across universities regarding mental health issues among college students.
Objective:
- To investigate correlates of depression, anxiety, and stress among college students.
Methods:
- Sample: 374 undergraduate students (ages 18-24) from Franciscan University completed surveys that included demographic information, perceived daily challenges, and the DASS 21 (21-question version of the Depression Anxiety Stress Scale).
Results:
- Top concerns included: academic performance, pressure to succeed, and post-graduation plans. Most stressed students were transfers, upperclassmen, and off-campus residents.
Conclusions:
- Colleges should continually assess student mental health and adapt treatment programs to meet specific needs.

Prevalence of Mental Health Issues:
- According to the Anxiety and Depression Association of America, 70% of U.S. adults experience moderate stress or anxiety daily.
- About 10% of U.S. university students were diagnosed with or treated for depression in the past year.
- Only about 50% of diagnosed individuals receive treatment for depression, indicating a large gap in care (NIH, 2010).
Impact of College Transition:
- Transitioning to college is associated with appetite disturbance, concentration issues, and homesickness, which mainly affects freshmen, increasing the risk for depression and anxiety.
Academic Pressures:
- Stress due to academic goals can lead to severe mental health struggles. Studies cite academic performance, test-taking pressure, and time management as major stressors (Crocker & Luhtanen, 2003; Kumaraswamy, 2013).
Linkages to Personal Issues:
- Negative body image correlates with depression and anxiety (Kostanski & Gullone, 1998). Financial instability also increases mental health symptomatology (Eisenberg et al., 2007).

Participants:
- Recruitment: Convenience sampling from classes at Franciscan University; 407 surveys distributed, 374 valid respondents aged 18-24.
- Demographics Collected: Age, gender, marital status, housing situation, hours worked, hours on non-academic activities, and transfer status.
Instruments:
- DASS 21: Assessed severity of symptoms based on a Likert Scale (0-3):
- Depression: Defined by feelings of hopelessness and guilt.
- Anxiety: Defined by apprehension and panic.
- Stress: Defined by feelings of tension and irritability.
Stressors Evaluation:
- A scale assessing various life stressors relevant to college students (0-4), avoiding periods of heightened academic stress (midterms, finals).

Gender distribution closely matched the university population:
- 37% male and 63% female.
Class standing: 30% freshmen, 26% sophomores, 22% juniors, 22% seniors.
Housing status:
- 67% lived in campus dorms, 12% in university apartments, 18% off-campus, and 3% in motel-style dorms.

Prevalence of psychological symptoms:
- 11% severe or extremely severe stress
- 15% severe or extremely severe anxiety
- 11% severe or extremely severe depression
Higher levels of concern in areas correlated significantly with anxiety and stress levels (p < 0.05), except for a noted tendency between anxiety and physical activity scores.
Top 10 concerns ranked by percentage as moderate or extreme stressors included:
1. Academic performance
2. Pressure to succeed
3. Post-graduation plans
4. Financial concerns
5. Sleep quality
6. Relationship with friends
7. Relationship with family
8. Overall health
9. Body image
10. Self-esteem

ANOVA Results: F(3,369) = 3.212;
Statistically significant differences in stress scores:
Juniors and seniors exhibited higher stress levels than freshmen (p < 0.05).

ANOVA showed tendencies toward significant differences in anxiety and depression across living arrangements:
- Off-campus students had notably higher anxiety and depression scores than on-campus students.

A greater proportion of females reported body image and academic stress as significant concerns compared to males (p < 0.05; p < 0.01).

Transfer students had significantly higher anxiety levels than non-transfer students (t(148) = -2.66; p < 0.01).

Correlates of depression, anxiety, and stress were significantly linked to academic pressures and personal concerns.
Students living off-campus report the highest levels of psychological distress, possibly due to financial responsibilities and lack of structured support available to on-campus students.
Transfer students experience higher levels of anxiety and stress, necessitating targeted integration resources.
Findings suggest the need for universities to focus on developing programs to alleviate these factors to enhance student well-being.

Extracurricular Activities:
The vague definition may affect consistency in responses regarding the relevance of extracurricular stressors.

Acknowledgment of the Experimental Psychology Class of Fall 2013 for their assistance in this study.

Comprehensive list of studies, articles, and previous surveys relevant to the research topic, including studies on mental health among college students and assessments focusing on anxiety, stress, and depression.

The research highlights pressing needs concerning psychological support for college students, suggesting the implementation of continuous mental health monitoring and tailored support programs in universities.