Psychological Distress and Well-Being among Students of Health Disciplines: The Importance of Academic Satisfaction

Jessica Franzen, Françoise Jermann, Paolo Ghisletta, Serge Rudaz, Guido Bondolfi and Nguyen Toan Tran
Additional contact information
Jessica Franzen: School of Health Sciences Geneva, HES-SO University of Applied Sciences and Arts Western Switzerland, Avenue de Champel 47, 1206 Geneva, Switzerland
Françoise Jermann: Department of Psychiatry, Geneva University Hospitals, Boulevard de la Cluse 51, 1205 Geneva, Switzerland
Paolo Ghisletta: Faculty of Psychology, University of Geneva, Boulevard du Pont-d’Arve 40, 1211 Geneva, Switzerland
Serge Rudaz: School of Pharmaceutical Sciences, University of Geneva, Rue Michel-Servet 1, 1206 Geneva, Switzerland
Guido Bondolfi: Department of Psychiatry, Geneva University Hospitals, Boulevard de la Cluse 51, 1205 Geneva, Switzerland
Nguyen Toan Tran: Faculty of Medicine, University of Geneva, Rue Michel-Servet 1, 1206 Geneva, Switzerland

IJERPH, 2021, vol. 18, issue 4, 1-9

Abstract: Background: Research on the mental health of students in health disciplines mainly focuses on psychological distress and nursing and medical students. This study aimed to investigate the psychological well-being and distress and related factors among undergraduate students training in eight different health-related tracks in Geneva, Switzerland. Methods: This cross-sectional study used established self-filled scales for anxiety, depression, stress, psychological well-being, and study satisfaction. Descriptive statistics and hierarchical regression analyses were applied. Results: In October 2019, out of 2835 invited students, 915 (32%) completed the survey. Lower academic satisfaction scores were strongly associated with depression (? = ?0.26, p < 0.001), anxiety (? = ?0.27, p < 0.001), and stress (? = ?0.70, p < 0.001), while higher scores were associated with psychological well-being (? = 0.70, p < 0.001). Being female was strongly associated with anxiety and stress but not with depression or psychological well-being. Increased age was associated with enhanced psychological well-being. The nature of the academic training had a lesser impact on mental health and the academic year had none. Conclusion: Academic satisfaction strongly predicts depression, anxiety, stress, and psychological well-being. Training institutions should address the underlying factors that can improve students’ satisfaction with their studies while ensuring that they have access to psychosocial services that help them cope with mental distress and enhance their psychological well-being.

Keywords: mental health; psychological well-being; depression; anxiety; stress; undergraduate students; bachelor’s degree students; student academic satisfaction (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

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