Mental Health, Student Performance, Student Ability, and

fqk193@my.utsa.edu University Environment in College Students

(210) 606-7218
Kassandra Rendon, Cory Knight M.S., and Mary McNaughton-Cassill, Ph.D.
The University of Texas at San Antonio, San Antonio TX, 78249
Background Figures
According to the National College Health Assessment II, 19.7% of Table 5
undergraduate college students reported being diagnosed with anxiety, 15.6% Summary of inter-item correlations for FGCS, Latino, Gender, GPA, Distress, Grit-T, SEI-T and UES-T.
reported being diagnosed with depression, and 43.6% reported more than 1 2 3 4 5 6 7 8
average stress levels.
Research suggests depression, anxiety, stress, and a number of other
1. FGCS --
psychosocial factors can interfere with the ability of students to perform well 2. Latino .234** --
academically. 3. Gender -.121 -.010 --
First Generation status and being a minority student can also influence
academic performance. Possible reasons for this difference include prior
4. GPA -.162 .200* .122 --
educational experiences, higher levels of stress, and greater difficulty feeling 5. Distress -.043 .031 -.054 -.098 --
connected to the university. 6. Grit-T -.192* -.009 -.122 .111 .094 --
Gender also impacts academic success, as well as the experience of stress,
depression, and anxiety.
7. SEI-T -.027 .154 .013 .205* -.347** .106 --
Perceptions of the university environment have been shown to be related to 8. UES-T .053 .078 -.068 .081 -.382** .121 .321** --
student success. *p = .05, **p = .01
Abbreviations: FGCS = First Generation College Student; GPA = Grade Point Average; Distress = Depression, Anxiety, Stress Scale Total or Distress; Grit-T = Grit Scale Total; SEI-T = Student
Grit is defined by passion and perseverance for long-term goals, measures of Engagement Inventory Total; UES-T = University Environment Scale Total
grit have been related to student performance, student generational outcomes,
and differences within minority groups. Results Conclusion
Student engagement has been used to better understand academic retention
rates in college students. All data were analyzed using SPSS IBM-23. As hypothesized, psychological distress was negatively related
Specific Aim: The purpose of this study was to explore possible relationships Pearsons r correlations suggested that lower levels of distress were to both student engagement and perceptions of the
between motivational factors and measures of mental health and academic related to greater student engagement (r= -0.347, p=.000) and more supportiveness of the university environment. Student
performance in undergraduate college students. engagement was positively associated with GPA. Latino
positive perceptions of the university environment (r= -0.382, p=.000).
We hypothesize that mental health and academic performance will be related to Although a significantly positive correlation was hypothesized students had higher reported GPA scores than non-Latino
grit, student engagement, the university environment, and that student students. In addition, non-first generation students reported
between mental health (Distress) and grit, the relationship was not
demographics will influence these factors. higher levels of grit. There were no significant gender
significant (r=0.094, p=.299).
differences on these variables. These findings suggest that
Method Correlational analyses found higher levels of academic performance
Universities should focus on psychosocial variables such as
(GPA) to be significantly related to greater student engagement
125 undergraduate students (female=56, first generation college students=63, (r=0.205, p=.022), but was not significantly related to levels of grit or student engagement, persistence, and mental health when
Latino=73) participated in an online survey as part of a credit requirement for an trying to improve student academic performance and well-
to positive perceptions of the university .
introduction to psychology course. being. It would also appear that tailoring such efforts to
Correlational analyses suggested that being Latino is significantly
GPA: Self-reported current GPA. students based on their background and demographics might
related with being a first-generation college student (r=0.234, p=.009).
Depression, anxiety, and Stress: The Depression, Anxiety, and Stress Scale, 21 items increase their efficacy in academic settings.
(=.957), assessed on a 4 point Likert-type scale with items ranging from (0) Never Correlational analyses found that being Latino is significantly related
to (3) Almost Always. A higher score in depression (ranging from 0 to 14+), anxiety to a higher GPA score (r=0.200, p=.260) References
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Student Engagement: The Student Engagement Instrument measures 33 items

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(=.951) on a 4 point Likert-type scale, with items ranging from (1) Strongly Agree There were also significant differences in scores for Latino students college students: Additional evidence on college experiences and outcomes. The Journal
to (4) Strongly Disagree. Higher average scores indicating greater levels of perceived (M=2.69, SD=.66) and Non-Latino students (M=2.39, SD=.83) in of Higher Education, 75(3), 249-284.
attitudes on engagement. academic performance (GPA); t (122)= 2.25, p = 0.026.
Grit: The Grit Scale, which measures perseverance, consists of 8 items (=.194) No significant differences were found between these variables
Acknowledgements
assessed on a 5 point Likert-type scale with items ranging from (0) Not At All Like between males and females. Mary McNaughton-Cassill, Ph.D.
Me to (4) Very Much Like Me. Higher scores indicate a higher level in grit. Cory Knight M.S.