The Comparison of Mental Health Literacy and Happiness of Undergraduate Students with Depression in a University

Abstract

Depression is a significant problem commonly found among students. It affects academic performance, interpersonal relationships, and overall happiness. Students with low mental health literacy may engage in inappropriate self-care practices, which can lead to major depressive disorders and self-harm. The researchers employed a comparative descriptive study to analyze and compare mental health literacy and happiness among undergraduate students with and without depression. Data were collected via online questionnaires from 424 students. The questionnaires included: 1) a personal questionnaire, 2) a depression questionnaire, 3) a mental health literacy questionnaire, and a 4) happiness questionnaire. The Cronbach’s alpha coefficients for internal consistency were 0.65, 0.98, and 0.75 respectively. Data were analyzed using descriptive statistics including frequencies, percentages, means, and standard deviations. Comparative analysis was conducted using Chi-Square tests, Fisher’s Exact tests, and Mann-Whitney U tests.

Research findings showed that both groups of students had overall mental health literacy at a moderate level (Mean = 3.54, S.D. = 5.76) and happiness comparable to the general population (Mean = 31.48, S.D. = 6.92). When comparing mental health literacy and happiness, it was found that students without depression had significantly higher levels of mental health literacy and happiness than those with depression, at the .05 level of statistical significance. Therefore, universities should develop strategies to promote mental health literacy, particularly self-help strategies, that are appropriate for all students. For example, integrating such content into the curriculum and organizing extracurricular activities that emphasize practical workshops can help students gain knowledge of available support resources, seek help when needed, and take care of their own mental health appropriately. This would prevent depression and reduce the risk of future major depressive disorders, enabling students to study and live their lives with happiness and well-being.