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Depression and loneliness did not affect academic achievement among university students

Published online by Cambridge University Press:  23 March 2020

D. Sadeghi Bahmani ,
R. Faraji ,
P. Faraji ,
E. Holsboer-Trachsler  and
S. Brand
D. Sadeghi Bahmani
Affiliation:
University of Basel Psychiatric Hospital, Center for Affective- Stress and Sleep Disorders ZASS, Basel, Switzerland
R. Faraji
Affiliation:
Islamic Azad university of Ardabil, Psychology, Ardabil, Iran
P. Faraji
Affiliation:
Ardabil University of Medical Sciences, Research and General Practician, Ardabil, Iran
E. Holsboer-Trachsler
Affiliation:
University of Basel Psychiatric Hospital, Center for Affective- Stress and Sleep Disorders ZASS, Basel, Switzerland
S. Brand
Affiliation:
University of Basel Psychiatric Hospital, Center for Affective- Stress and Sleep Disorders ZASS, Basel, Switzerland

Abstract

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Background

Many students experience symptoms of loneliness, either as a result of the new academic situation or due to the lack of social skills, which results in an inability to actively participate in community activities and socialization. Depression is another common problem that impacts students’ ability to perform life activities. Further, while intuitively a negative association between loneliness, depression and academic achievement is assumed, consistent data are missing. Accordingly, the present study investigated the relationship between depression, and loneliness and academic achievement among undergraduate students.

Method

This study was carried out on 240 university students (mean age: M = 23.42 years), who completed the Beck Depression Inventory and the UCLA Loneliness Scale, while for academic achievement the average marks were used.

Result

Increased age was associated with lower scores in loneliness and depression, and higher achievements. Higher scores of depression and loneliness were associated. Achievement scores were unrelated to loneliness and depression.

Conclusions

Against intuitive expectations, academic achievement was unrelated to symptoms of depression and loneliness. Accordingly, we assume that academic achievement seemed to be related to further cognitive and emotional processes such as motivation, mental toughness, stress resistance, and goal oriented behavior.

Disclosure of interest

The authors have not supplied their declaration of competing interest.

Type
e-Poster viewing: Cultural psychiatry
Information
European Psychiatry , Volume 41 , Issue S1: Abstract of the 25th European Congress of Psychiatry , April 2017 , pp. S541
Copyright
Copyright © European Psychiatric Association 2017
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