Mental Health of Undergraduate Distance Learners: A Cross-Sectional Study

Autor/inn/en	Gamage, Gayani P.; Herath, H. M. Chulani J.
Titel	Mental Health of Undergraduate Distance Learners: A Cross-Sectional Study
Quelle	In: Asian Association of Open Universities Journal, 16 (2021) 3, S.271-286 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gamage, Gayani P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2414-6994
DOI	10.1108/AAOUJ-08-2021-0097
Schlagwörter	Undergraduate Students; Distance Education; Depression (Psychology); Anxiety; Stress Variables; Foreign Countries; Mental Health; Physical Health; Mental Disorders; Student Characteristics; Age Differences; Gender Differences; Sri Lanka + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Angst; Ausland; Psychohygiene; Gesundheitszustand; Mental illness; Geisteskrankheit; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Ceylon
Abstract	Purpose: Mental health is as important as physical health and new university entrants report high prevalence of depression. In open and distance learning (ODL), students must manage both work and studies. Those who are unable to effectively balance these aspects may experience negative outcomes such as dropping out, distress and physical health problems. Therefore, the study aims to investigate psychological distress amongst distance-learning undergraduate students to gather evidence for recommending necessary interventions. Design/methodology/approach: A cross-sectional study was conducted using depression, anxiety, stress scale (DASS-21). Participants were undergraduate students from the Open University of Sri Lanka (OUSL). The students' socio-demographic details, history of physical and mental illnesses were also recorded. Findings: According to scoring, 51% of the sample was categorised as "psychologically distressed" relating to the anxiety levels they reported whilst depression (35%) and stress remained (20%) at low levels. The three-factor structure of DASS-21 was also confirmed with reliability scores of 0.8 obtained for all three sub-scales. Research limitations/implications: The limitations were low-response rate (less than 50%) and inability to provide causal explanations for psychological distress. Further research could address these. Practical implications: The current research identified anxiety as a psychologically distressing factor for ODL students with the use of a reliable screening tool. Therefore, exploring reasons and interventions to help reduce anxiety could be developed. Social implications: Majority of distance learners are contributing to a country's economy whilst learning to improve their current socio-economic status. Therefore, addressing these negative impacts is important. Originality/value: The study explored ODL students' psychological distress and highlighted the need to identify causes and development of support systems to enhance mental well-being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01