2026· International journal of research and innovation in social science· Vol 10, pp. 11923-11932· 0 citations
Abstract
The rapid shift to online learning has profoundly changed higher education, offering increased flexibility and access, but also with new challenges that may impact students' mental health. The purpose of this concept paper is to suggest a conceptual framework for exploring the relationship between online learning factors and mental health issues of Universiti Teknologi Mara (UiTM) students. This study explored how academic load, internet connectivity, learning environment, time management, emotional and social support impact students' stress and anxiety in an online learning context. The proposed framework is grounded in the transactional theory of stress and coping and General Adaptation Syndrome (GAS) that provides insights into the students viewpoint, coping and responses to academic and environmental stress over a prolonged period. The study utilized quantitative research methodology which was carried out by using a structured questionnaire and sent to the students of UiTM who have experienced online learning. Data will be analysed using descriptive statistics and inferential analyses using the Statistical Package for the Social Sciences (SPSS). This concept paper builds upon the existing literature by bringing together a number of online learning factors, as they relate to the larger picture of understanding students' mental health in higher education. The proposed study should yield valuable lessons for university leadership, teachers and policy makers when designing interventions, enhancing students support resources, and establishing a healthy supportive online learning environment.
University life is a specific time of life that can be very challenging and formative, as students have to deal with academic challenges while navigating life's developmental, social and financial challenges as well. The present review was conducted to compile the empirical findings pertaining to the model of linking academic stress with the mental health of University students; the sources of literature used were mainly systematic and meta-reviews published between 2015 and 2026, as well as empirical studies. Results have shown a high prevalence of depression (around 41% of the students), anxiety (34-38%), and psychological distress (up to 58%) among students, with significant variation depending on the measurement instruments, disciplines, and world regions [1,3,4]. Stress risk factors encompass academic (increased workload, pressure as shown by exams or competition), psychological (low self-efficacy, perfectionist tendencies), social (family expectations, low social support), financial and lifestyle factors, with sleep disturbances and problematic technology use being especially consistent stress risk factors [2,6,8,10]. The implications reach beyond just personal suffering, to a quantifiable drop in performance in schoolwork, increased drug and alcohol consumption and, in extreme situations, suicidal thoughts [3,9]. Intervention research shows that structured, skills-focused interventions are associated with small-to-moderate decreases in stress, anxiety and depressive symptoms, including digital interventions, which can be an effective addition to in-person interventions [13–20]. Stigma, lack of mental health literacy, and also structural constraints like long waiting times and lack of awareness of mental health services, however, continue to discourage seeking help despite its availability [21–30]. The review concludes that there is a need to move forward, and a layered stepped-care approach (universal prevention, low-intensity broadly accessible interventions and specialist care and institutional policy change) is the most promising way, although there are some methodological limitations in the field, predominance of cross-sectional design and geographical irregularity of evidence, which hamper causal understanding.
Dr. Ravindra Kumar· International Journal of Int...· 0 citations
Abstract: Background: University students’ mental health has declined in recent years. Possible explanations are rising academic demands and missing resources. According to the Study Demands-Resources (SD-R) model, these factors affect outcomes through the mediating roles of burnout and engagement. Another potential influencing factor is the study mode, as on-campus and distance-learning students differ in various demographic aspects. Aims: The present study seeks to extend research on mental health in distance-learning students by comparing mental health indicators and study demands and resources with those of on-campus students and test the SD-R model in a distance-education setting. Methods: Data from 233 on-campus and 362 distance-learning students were collected through an online survey measuring study demands and resources, burnout, engagement, and mental health problems. Additionally, two open-ended questions assessed participants’ most significant study demand and major resource. Group differences were examined using t-tests, responses to the open-ended questions were analyzed descriptively and model testing was conducted via path analysis. Results: Statistically significant group differences were observed for mental health problems, burnout, and peer support with on-campus students demonstrating higher levels. Distance-learning students were more engaged than on-campus students. The analysis of the open questions indicated that the rank order and frequency of perceived demands and resources varied between groups. Path analyses supported the applicability of the SD-R model in a distance-education setting. Limitations: The cross-sectional design does not allow causal interpretation. Conclusion: The observed group differences emphasize distinct needs and highlight opportunities for targeted research and interventions for distance-learning students.
Stefanie Schnädter, Andrea Haberstroh, Christel Salewski· European Journal of Health P...· 1 citation
As an important indicator of higher education quality, college students’ learning adaptation is crucial for their academic development and personal growth. Currently, college students generally face multiple psychological pressures, and the relationship between psychological symptoms and learning adaptation has attracted considerable scholarly attention. However, the mediating role of learning engagement in this relationship has not been systematically explored. This study aims to examine the mediating role of learning engagement in the relationship between psychological symptoms and learning adaptation, providing a reference for universities to formulate evidence-based educational strategies.
A total of 418 college students in Zhejiang Province completed the Symptom Checklist-90 (SCL-90), the Utrecht Work Engagement Scale-Student (UWES-S), and the College Student Learning Adaptation Scale. Descriptive statistics and correlation analyses were conducted using SPSS 27.0, and the mediation effect was tested using PROCESS v5.0 with gender included as a control variable. The 95% confidence interval of the indirect effect was estimated using the Bootstrap method.
(1) Psychological symptoms were negatively correlated with college students’ learning adaptation. (2) Psychological symptoms were negatively correlated with both learning engagement and learning adaptation, while learning engagement was positively correlated with learning adaptation (all
p
< 0.01). (3) Learning engagement partially mediated the relationship between psychological symptoms and learning adaptation, accounting for 28.51% of the total effect.
This study identifies the partial mediating role of learning engagement between psychological symptoms and learning adaptation. These findings may serve as a reference for colleges and universities to design mental health and learning support programs correlated with stronger learning adaptation.
Chang He, Anqi Wang, Shiyao Xu et al.· Frontiers in Education· 0 citations
Student mental health is a critical concern in higher education, with stress and anxiety negatively affecting learning, academic performance, and overall well-being. Simultaneously, artificial intelligence (AI) is increasingly integrated into higher education, offering adaptive learning, personalised feedback, and predictive analytics. While AI has the potential to enhance academic support and mental health services through tools such as chatbots, machine learning systems, and digital monitoring, it also introduces challenges, including technostress, dependency, and anxiety. Using Lazarus’s stress and coping theory as a framework, this paper examines how AI acts as both a supportive and stress-inducing environmental factor in student experiences, influencing coping strategies, emotional responses, and mental health outcomes. AI-enabled mental health tools can improve early detection, continuous monitoring, and personalised interventions, but ethical, privacy, and equity considerations are paramount. The findings stress the need for universities to balance AI innovation with human-centred care, fostering digital resilience, promoting responsible AI use, and integrating AI as a complementary tool to support both academic success and student well-being. Recommendations include updating traditional mental health frameworks, designing ethical AI systems, training students in digital resilience, equipping educators to use AI responsibly, and maintaining human oversight in AI-supported mental health services.
Felicia Owoade Adesanya· International Journal of Hum...· 0 citations
This study examines the mental health and well-being of students at a South Korean university, using private universities as a case study. The research aims to identify common stressors affecting students, assess their awareness and utilization of mental health support services, and propose strategies to enhance student well-being. A quantitative research approach was employed, and data were collected through an online structured survey distributed to 200 students from various academic departments, of which 163 valid responses were analyzed. The survey consisted of closed-ended questions designed to assess perceived stress levels, common stress factors, coping strategies, and awareness and use of university-based mental health services. The findings reveal moderate to low levels of emotional well-being among many students and highlight academic pressure as a major source of stress. Despite the availability of mental health services, utilization remains limited due to lack of awareness and cultural stigma. The study recommends increasing mental health literacy, improving the visibility and accessibility of counseling services, and implementing proactive well-being initiatives. Faculty engagement and peer-led support programs are also suggested to foster a supportive campus culture. By focusing on private universities, this study contributes to the broader discourse on student mental health and supports the adoption of a whole-institution approach to promoting mental health and well-being in higher education.
K.C Sangita, Abukhalifeh Alaa Nimer Mousa, Mazni Saad et al.· Journal of Architecture, Pla...· 0 citations
The rapid growth of online learning has transformed the educational landscape and created new opportunities and challenges for students. This study aimed to examine the factors influencing academic achievement in online learning among students, with a particular focus on internet connectivity, technology availability, and social media distraction. The study adopted a quantitative research approach using a descriptive and correlational research design. Primary data were collected through a structured questionnaire administered to students who had experience with online learning. A total of 254 valid responses were obtained using a convenience sampling technique. The collected data were analyzed using the Statistical Package for the Social Sciences (SPSS). The Chi-square test was used to examine the relationship between internet connectivity and academic achievement, whereas Spearman's Rank Correlation was applied to assess the relationships between technology availability, social media distraction, and academic achievement. The findings revealed that internet connectivity, technology availability, and social media distraction were significantly associated with academic achievement in online learning. Reliable internet access was found to support students' participation in virtual classes and access to learning resources. Technology availability demonstrated a strong positive relationship with academic achievement, indicating the importance of adequate digital devices and educational software in enhancing learning outcomes. Furthermore, social media distraction was found to have a significant relationship with academic achievement, highlighting the influence of students' online behavior on their educational performance. The study concludes that academic achievement in online learning is influenced by both technological resources and students' online engagement patterns. The findings provide useful insights for educational institutions, policymakers, and students in developing strategies to improve learning outcomes and enhance the effectiveness of online education.
Dr. Ritu Chandna· Kaav International Journal o...· 0 citations
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