Demographic and lifestyle influences on depression, anxiety, and stress among graduate students: An analytical study of mental health outcomes

Lieu Xuan Cao; Huyen Thi Thu Doan; Quynh Thi Pham

doi:10.31893/multiscience.2025141

Keywords:

Abstract

This study investigates the frequency and intensity of depression, anxiety, and stress in graduate students, with a specific emphasis on demographic and lifestyle variables. A cohort of 385 postgraduate students successfully administered the Depression, Anxiety, and Stress Scale (DASS-21) and furnished their demographic details. The sample was gender-balanced, with 50.1% male and 49.9% female participants. It comprised students from both urban (47.3%) and rural (52.7%) areas. The marital status distribution was as follows: 84.9% were married, 14.3% were single, and 0.8% were separated, divorced, or widowed. The survey participants were accommodated in three different ways: living with family (36%), staying in dorms (31%), or renting separately (33%). SPSS data analysis indicated that a considerable proportion of individuals suffered psychological discomfort. Specifically, 36.5% reported depression, 39.2% reported anxiety, and 27.8% reported stress. The correlation and regression studies revealed substantial relationships between demographic characteristics, lifestyle habits, and mental health outcomes. Significantly, financial worries, academic demands, and absence of work-life equilibrium were major sources of stress. The results emphasize the immediate requirement for customized mental health interventions in educational institutions. Recommended approaches encompass proactive mental health assessments, easily available therapy services, peer support systems, and programs aimed at enhancing resilience. Tackling these psychological obstacles is crucial for improving the welfare, educational achievements, and career growth of postgraduate students.
References
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How to cite

Cao, L. X., Doan, H. T. T., & Pham, Q. T. (2024). Demographic and lifestyle influences on depression, anxiety, and stress among graduate students: An analytical study of mental health outcomes. Multidisciplinary Science Journal, 7(2), 2025141. https://doi.org/10.31893/multiscience.2025141

[1] Al-Haimi, B., Ibrahim, D. N., & Omar, R. (2024). Shaping Tomorrow's Minds: A Visionary Exploration of Graduate Education in the 21st Century. International Journal of Academic Research in Progressive Education Development, 13 (2).

[2] Baik, C., Larcombe, W., & Brooker, A. (2019). How universities can enhance student mental wellbeing: The student perspective. Higher Education Research & Development, 38 (4), 674-687. https://doi.org/10.1080/07294360.2019.1576596

[3] Bogardus, J., Armstrong, E. S., VanOss, T., & Brown, D. J. (2022). Stress, anxiety, depression, and perfectionism among graduate students in health sciences programs. Journal of Allied Health, 51(1), 15E-25E.

[4] Bolotnyy, V., Basilico, M., & Barreira, P. (2022). Graduate student mental health: lessons from American economics departments. Journal of Economic Literature, 60 (4), 1188-1222. https://doi.org/10.1257/jel.20201555

[5] Brumariu, L. E., Waslin, S. M., Gastelle, M., Kochendorfer, L. B., & Kerns, K. A. (2022). Anxiety, academic achievement, and academic self-concept: Meta-analytic syntheses of their relations across developmental periods. Development & Psychopathology, 1-17. https://doi.org/10.1017/S0954579422000323

[6] Calati, R., Ferrari, C., Brittner, M., Oasi, O., Olié, E., Carvalho, A. F., & Courtet, P. (2019). Suicidal thoughts and behaviors and social isolation: A narrative review of the literature. Journal of Affective Disorders, 245, 653-667. https://doi.org/10.1016/j.jad.2018.11.022

[7] Collins, J., & Brown, N. (2021). Where’s the validation? Role of emotion work and validation for doctoral students. Higher Education Research & Development, 40 (7), 1389-1402. https://doi.org/10.1080/07294360.2020.1833315

[8] Consoli, S. (2020). The motivational journeys of Chinese postgraduate students in a UK university: an ecological perspective for practitioners and academics University of Warwick].

[9] Corrigan, P. W., Druss, B. G., & Perlick, D. A. (2014). The impact of mental illness stigma on seeking and participating in mental health care. Psychological Science in the Public Interest, 15 (2), 37-70. https://doi.org/10.1177/1529100614531398

[10] Eisenberg, D., Gollust, S. E., Golberstein, E., & Hefner, J. L. (2007). Prevalence and correlates of depression, anxiety, and suicidality among university students. American Journal of Orthopsychiatry, 77 (4), 534-542. https://doi.org/10.1037/0002-9432.77.4.534

[11] Evans, T. M., Bira, L., Gastelum, J. B., Weiss, L. T., & Vanderford, N. L. (2018). Evidence for a mental health crisis in graduate education. Nature Biotechnology, 36 (3), 282-284. https://doi.org/10.1038/nbt.4089

[12] Gallea, J. I., Medrano, L. A., & Morera, L. P. (2021). Work-related mental health issues in graduate student population. Frontiers in Neuroscience, 15, 593562. https://doi.org/10.3389/fnins.2021.593562

[13] Halabieh, H., Hawkins, S., Bernstein, A. E., Lewkowict, S., Unaldi Kamel, B., Fleming, L., & Levitin, D. (2022). The future of higher education: Identifying current educational problems and proposed solutions. Education Sciences, 12 (12), 888. https://doi.org/10.3390/educsci12120888

[14] Henry, J. D., & Crawford, J. R. (2005). The short‐form version of the Depression Anxiety Stress Scales (DASS‐21): Construct validity and normative data in a large non‐clinical sample. British Journal of Clinical Psychology, 44 (2), 227-239. https://doi.org/10.1348/014466505X29657

[15] Herut, A. H., & Gorfu, Y. A. (2024). Academic procrastination among PhD students in Ethiopia: An examination of prevalence, associated factors and coping mechanisms. Social Sciences & Humanities Open, 9, 100854. https://doi.org/10.1016/j.ssaho.2024.100854

[16] Hoying, J., Melnyk, B. M., Hutson, E., & Tan, A. (2020). Prevalence and correlates of depression, anxiety, stress, healthy beliefs, and lifestyle behaviors in first‐year graduate health sciences students. Worldviews on Evidence‐Based Nursing, 17(1), 49-59. https://doi.org/10.1111/wvn.12415

[17] Hutson, J., Nasser, R., Edele, S., Parrish, G., Rodgers, C., Richmond, S., . . . Curtis, R. (2022). Predictors of persistence, retention & completion for first-generation graduate students. Journal of Organizational Psychology, 22 (1), 87-102. https://doi.org/10.33423/jop.v22i1.5022

[18] Huynh, V. C., Phan, H. T., Hua, T. D., Tran-Thi, T. H., & Tran-Chi, V. L. (2022). Relationship between the fear of missing out and loneliness among university students in COVID-19 pandemic. Pegem Journal of Education and Instruction, 12 (3), 44-48. https://doi.org/10.47750/pegegog.12.03.05

[19] Jackman, P. C., & Sisson, K. (2022). Promoting psychological well-being in doctoral students: a qualitative study adopting a positive psychology perspective. Studies in Graduate & Postdoctoral Education, 13 (1), 19-35. https://doi.org/10.1108/SGPE-11-2020-0073

[20] Lattie, E. G., Stiles-Shields, C., & Graham, A. K. (2022). An overview of and recommendations for more accessible digital mental health services. Nature Reviews Psychology, 1 (2), 87-100. https://doi.org/10.1038/s44159-021-00003-1

[21] Lazarus, R. S. (2006). Stress and emotion: A new synthesis. Springer publishing company.

[22] Lovibond, S. H., & Lovibond, P. F. (1995). Depression anxiety stress scales. Psychological Assessment. https://doi.org/10.1037/t01004-000

[23] Malandraki, J. B. (2022). The case for addressing emotional resilience in graduate student training. Perspectives of the ASHA Special Interest Groups, 7 (1), 105-114. https://doi.org/10.1044/2021_PERSP-21-00116

[24] Mcdermott, R. C., Fruh, S. M., Williams, S., Hauff, C., Graves, R. J., Melnyk, B. M., & Hall, H. R. (2020). Nursing students’ resilience, depression, well‐being, and academic distress: Testing a moderated mediation model. Journal of Advanced Nursing, 76 (12), 3385-3397. https://doi.org/10.1111/jan.14531

[25] Mitchell, J., Vella-Brodrick, D., & Klein, B. (2010). Positive psychology and the internet: a mental health opportunity. E-Journal of Applied Psychology, 6(2).

[26] Moore, S., Long, A. C., Coyle, S., Cooper, J. M., Mayworm, A. M., Amirazizi, S., . . . Miller, F. G. (2023). A roadmap to equitable school mental health screening. Journal of School Psychology, 96, 57-74. https://doi.org/10.1016/j.jsp.2022.11.001

[27] Moss, S. J., Wollny, K., Amarbayan, M., Lorenzetti, D. L., & Kassam, A. (2021). Interventions to improve the well-being of medical learners in Canada: a scoping review. Canadian Medical Association Open Access Journal, 9 (3), E765-E776. https://doi.org/10.9778/cmajo.20200236

[28] Mousavi, M. P., Sohrabpour, Z., Anderson, E. L., Stemig-Vindedahl, A., Golden, D., Christenson, G., . . . Bühlmann, P. (2018). Stress and mental health in graduate school: How student empowerment creates lasting change. Journal of Chemical Education, 95 (11), 1939-1946. https://doi.org/10.1021/acs.jchemed.8b00188

[29] Muhorakeye, O., & Biracyaza, E. (2021). Exploring barriers to mental health services utilization at Kabutare district hospital of Rwanda: Perspectives from patients. Frontiers in Psychology, 12, 638377. https://doi.org/10.3389/fpsyg.2021.638377

[30] Muro, A., Bonilla, I., Tejada-Gallardo, C., Jiménez-Villamizar, M. P., Cladellas, R., Sanz, A., & Torregrossa, M. (2022). The Third Half: A Pilot Study Using Evidence-Based Psychological Strategies to Promote Well-Being among Doctoral Students. International Journal of Environmental Research & Public Health, 19 (24), 16905. https://doi.org/10.3390/ijerph192416905

[31] Nicholls, H., Nicholls, M., Tekin, S., Lamb, D., & Billings, J. (2022). The impact of working in academia on researchers’ mental health and well-being: A systematic review and qualitative meta-synthesis. PloS One, 17 (5), e0268890. https://doi.org/10.1371/journal.pone.0268890

[32] Okoro, C., Owojori, O. M., & Umeokafor, N. (2022). The developmental trajectory of a decade of research on mental health and well-being amongst graduate students: A bibliometric analysis. International Journal of Environmental Research & Public Health, 19 (9), 4929. https://doi.org/10.3390/ijerph19094929

[33] Posselt, J. R. (2016). Inside graduate admissions: Merit, diversity, and faculty gatekeeping. Harvard University Press.

[34] Ramón-Arbués, E., Gea-Caballero, V., Granada-López, J. M., Juárez-Vela, R., Pellicer-García, B., & Antón-Solanas, I. (2020). The prevalence of depression, anxiety and stress and their associated factors in college students. International Journal of Environmental Research & Public Health, 17(19), 7001. https://doi.org/10.3390/ijerph17197001

[35] Regehr, C., Glancy, D., & Pitts, A. (2013). Interventions to reduce stress in university students: A review and meta-analysis. Journal of Affective Disorders, 148 (1), 1-11. https://doi.org/10.1016/j.jad.2012.11.026

[36] Rhee, K. S., & Sigler, T. H. (2020). Transforming graduate education: Developing leaders for the 21st century. Journal of Leadership Education, 19 (2), 105-119. https://doi.org/10.12806/V19/I2/A3

[37] Richardson, M. D., Sheeks, G., Waller, R. E., & Lemoine, P. A. (2021). Pursuit of online services for online students. In Research anthology on developing effective online learning courses, 1850-1880. IGI Global.

[38] Roberts, L. W. (2018). Student mental health: a guide for psychiatrists, psychologists, and leaders serving in higher education. American Psychiatric Pub.

[39] Robotham, D., & Julian, C. (2006). Stress and the higher education student: A critical review of the literature. Journal of Further & Higher Education, 30 (02), 107-117. https://doi.org/10.1080/03098770600617513

[40] Rossman, M. H. (2002). Negotiating graduate school: A guide for graduate students. Sage.

[41] Ryan, T., Baik, C., & Larcombe, W. (2022). How can universities better support the mental wellbeing of higher degree research students? A study of students’ suggestions. Higher Education Research & Development, 41 (3), 867-881. https://doi.org/10.1080/07294360.2021.1874886

[42] Salois, D. J. (2021). Promoting Well-Being among College Students: The Effects of a Positive Psychology Course. University of Montana.

[43] Satinsky, E. N., Kimura, T., Kiang, M. V., Abebe, R., Cunningham, S., Lee, H., . . . Sen, S. (2021). Systematic review and meta-analysis of depression, anxiety, and suicidal ideation among Ph. D. students. Scientific Reports, 11 (1), 14370. https://doi.org/10.1038/s41598-021-93687-7

[44] Sciences, N. A. o., Affairs, G., Education, B. o. H., Program, T. f. S., Programs, C. o. S. S., Undergraduate, C. a. t., & Levels, G. (2020). Strengthening sustainability programs and curricula at the undergraduate and graduate levels. National Academies Press.

[45] Smith, R. V., Densmore, L. D., & Lener, E. F. (2016). Graduate research: A guide for students in the sciences. Academic Press.

[46] Szkody, E., Hobaica, S., Owens, S., Boland, J., Washburn, J. J., & Bell, D. (2023). Financial stress and debt in clinical psychology doctoral students. Journal of Clinical Psychology, 79 (3), 835-853. https://doi.org/10.1002/jclp.23451

[47] Teichler, U. (2020). Academic profession, higher education. In The International Encyclopedia of Higher Education Systems and Institutions, 50-55. Springer.

[48] Thomas, L. (2002). Student retention in higher education: the role of institutional habitus. Journal of Education Policy, 17 (4), 423-442. https://doi.org/10.1080/02680930210140257

[49] Tran-Chi, V. L., Ly, T. T., Luu-Thi, H. T., Huynh, V. S., & Nguyen-Thi, M. T. (2021). The influence of COVID-19 stress and self-concealment on professional help-seeking attitudes: a cross-sectional study of university students. Psychology Research and Behavior Management, 14, 2081-2091. https://doi.org/10.2147/PRBM.S345244

[50] van der Wal, M. M., Oolbekkink-Marchand, H. W., Schaap, H., & Meijer, P. C. (2019). Impact of early career teachers' professional identity tensions. Teaching & Teacher Education, 80, 59-70. https://doi.org/10.1016/j.tate.2019.01.001

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