ArticleBMC psychology2025
The impact of mental health literacy on resource utilization for academic stress in a diverse student cohort.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
Abstract
backgroundAcademic stress among some college students has intensified in the post-pandemic landscape. While stress management strategies for college students have been explored, it remains essential to investigate which resources students utilize to reduce academic stress and which are most helpful, particularly in diverse populations. Additionally, it is important to explore how mental health literacy (MHL), a contributing factor in the recognition of mental health issues and improving mental health outcomes, influences help-seeking behaviors, specifically for academic stress.
methodsThis study aims to help fill these knowledge gaps by exploring the relationships between academic stress, help-seeking behaviors, and MHL in a diverse sample of 450 undergraduate students (Mage = 21.47, 64.7% female, 76% non-white). Participants completed in-person assessments of a modified scale for academic stress and the Mental Health Literacy Assessment-college (MHLA-c) and reported their preferred academic stress reduction methods and demographics. Kruskal-Wallis tests were conducted to assess academic stress scores across demographic (gender, ethnicity) and academic (year in school, major) groups, while binary regression analyses were conducted to assess the predictive power of MHL in endorsing stress-reduction resources.
resultsGreater mental health knowledge significantly predicted using both informal (e.g., peer/family) and formal (e.g., counseling services) stress-reduction methods to alleviate academic stress. Hispanic and female students reported significantly higher levels of academic stress, primarily driven by concerns over assessments and pressure to meet personal expectations. Students predominately relied on social support and counseling services to reduce this stress and found peer and familial support the most helpful.
conclusionsThese findings are critical in shaping targeted intervention approaches to enhance MHL and in addressing the needs of high-risk groups to reduce academic stress burdens and consequences.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.