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<p>Objective: University students increasingly face mental health challenges driven by academic pressures, social changes, and digital media exposure. This study investigates how digital mental health literacy (DMHL) and critical thinking (CT) jointly mediate the relationship between university support and mental health behaviors, aiming to clarify the cognitive and digital mechanisms that underlie help-seeking and self-care practices.&#xa0;Methods/analysis:&#xa0;A cross-sectional, quantitative study was conducted with 453 university students across various academic disciplines. Validated instruments were used to assess university support, DMHL, CT, and mental health behaviors. Mediation analysis was performed using PROCESS macro (Model 4) in SPSS to test indirect effects through DMHL and CT.&#xa0;Findings:&#xa0;Results revealed that both DMHL and CT significantly mediate the relationship between university support and mental health behaviors. DMHL demonstrated a stronger mediating effect, indicating its central role in translating institutional support into positive mental health actions. The direct effect of university supports also remained significant, suggesting partial mediation.&#xa0;Novelty/improvement:&#xa0;This study contributes a novel, integrative model by examining DMHL and CT not in isolation, but as dual mediators, supported by both behavioral theory and recent empirical findings. By bridging cognitive and digital competencies, the research offers practical implications for improving university mental health initiatives and fills a notable gap in the existing literature.</p>

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From digital literacy to action: the impact of digital mental health literacy and critical thinking on mental health behaviors in university populations

  • 期刊论文

  • 发表日期：

    2025年5月14日

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  • Bilal Khaleel Younis

摘要

Objective: University students increasingly face mental health challenges driven by academic pressures, social changes, and digital media exposure. This study investigates how digital mental health literacy (DMHL) and critical thinking (CT) jointly mediate the relationship between university support and mental health behaviors, aiming to clarify the cognitive and digital mechanisms that underlie help-seeking and self-care practices. Methods/analysis: A cross-sectional, quantitative study was conducted with 453 university students across various academic disciplines. Validated instruments were used to assess university support, DMHL, CT, and mental health behaviors. Mediation analysis was performed using PROCESS macro (Model 4) in SPSS to test indirect effects through DMHL and CT. Findings: Results revealed that both DMHL and CT significantly mediate the relationship between university support and mental health behaviors. DMHL demonstrated a stronger mediating effect, indicating its central role in translating institutional support into positive mental health actions. The direct effect of university supports also remained significant, suggesting partial mediation. Novelty/improvement: This study contributes a novel, integrative model by examining DMHL and CT not in isolation, but as dual mediators, supported by both behavioral theory and recent empirical findings. By bridging cognitive and digital competencies, the research offers practical implications for improving university mental health initiatives and fills a notable gap in the existing literature.