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<p>Academic engagement fosters meaningful learning experiences and improves student performance on assessments. This cross-sectional study examined the relationship between mental well-being and academic engagement among 108 undergraduate students conveniently sampled from a public university in Ghana. Mental wellbeing and academic engagement were measured using the Depression, Anxiety and Stress Scale (DASS 21) and the Utrecht Work Engagement Scale for Students (UWES- 9&#xa0;S) respectively. A regression analysis did not yield any significant predictor of academic engagement even though a correlation analysis using Pearson <i>r</i> showed that depression and anxiety were negatively correlated with academic engagement. It was found that there was no gender differences in the experiences of common mental health challenges. Again, an independent t-test analysis showed that participants aged 24–30 scored a higher level of academic engagement than the 18–23 age group. The findings are discussed within the framework of the conservation of resources theory and relevant literature. This study points out the need for integrating mental health resources with academic support services to create an environment that promotes both mental well-being and academic achievement.</p>

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Examining the relationship between common mental health challenges and academic engagement among undergraduate students in a public university in Ghana

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  • 出版模式：

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  • 发表日期：

    2026年2月17日

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  • Frederica Asare,
  • Emmanuel Anokye Nkansah,
  • Sylvia Hagan,
  • Maxwell Asumeng

摘要

Academic engagement fosters meaningful learning experiences and improves student performance on assessments. This cross-sectional study examined the relationship between mental well-being and academic engagement among 108 undergraduate students conveniently sampled from a public university in Ghana. Mental wellbeing and academic engagement were measured using the Depression, Anxiety and Stress Scale (DASS 21) and the Utrecht Work Engagement Scale for Students (UWES- 9 S) respectively. A regression analysis did not yield any significant predictor of academic engagement even though a correlation analysis using Pearson r showed that depression and anxiety were negatively correlated with academic engagement. It was found that there was no gender differences in the experiences of common mental health challenges. Again, an independent t-test analysis showed that participants aged 24–30 scored a higher level of academic engagement than the 18–23 age group. The findings are discussed within the framework of the conservation of resources theory and relevant literature. This study points out the need for integrating mental health resources with academic support services to create an environment that promotes both mental well-being and academic achievement.