ArticlePsychology research and behavior management2025
The Influence of Depression, Anxiety, and Stress on Ageism Among Undergraduates: Mediating Roles of Life Satisfaction, Gratitude, and Prosociality.
Article in Psychology research and behavior management, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: The rapid growth of the global aging population highlights the need to address ageism and promote social inclusiveness. While considerable research has explored the impact of perceived ageism on older adults' mental health, limited attention has been given to how negative mental health factors-such as depression, anxiety, and stress (DAS)-influence ageist attitudes among younger populations, along with the psychological mechanisms underlying this relationship. Purpose: This study first investigates the prevalence of ageism among undergraduates and its variation across certain socio-demographic factors at the research site. It then examines the predictive effects of depression, anxiety, and stress (DAS) on ageism, accounting for these socio-demographic factors. Finally, the study explores how DAS influences ageism both directly and indirectly through life satisfaction, gratitude, and prosociality. Design and Settings: A cross-sectional study conducted at 11 higher education institutions in Jiangxi, China. Participants: A total of 1,213 undergraduates participated in the study between July and August 2024. Following data cleaning, 1174 responses were included for analysis. Methods: Data were collected using online questionnaires. Results: A moderate level of ageism was observed, with significant variations across socio-demographic factors like academic year, physical health, and contact with older adults. Depression and stress directly predicted ageism, while anxiety had indirect effects via depression and stress. DAS-as a composite construct-indirectly affected ageism via life satisfaction, gratitude, and prosociality. Conclusion: Educational interventions should not only target the reduction of ageist attitudes but also address the underlying mental health conditions that fuel these biases. Promoting life satisfaction, gratitude, and prosociality, along with fostering meaningful intergenerational interactions, will be crucial for developing more effective strategies to combat ageism.
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