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The First-Year Experience: Mental health of university students in Okinawa,

Germany, and Thailand

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 The First-Year Experience: Mental Health of University
Students in Okinawa, Germany, and Thailand 63

〈論文〉
The First-Year Experience : Mental Health of University
Students in Okinawa, Germany, and Thailand
1
Okinawa International University, Japan
2
California State University, Long Beach, USA

Takashi China1, Paul Ratanasiripong2,

Shiho Toyama2, Nathalie Nann2

Abstract
The prevalence of mental health issues among university students globally is increasing.
However, there is limited knowledge regarding the experiences of first-year university
students. First-year university students face new and overwhelming stressors which
increase vulnerabilities to anxiety and depression. Examination of cross-cultural
differences can provide understanding for both distinctive and universal challenges that
first-year students face and can help improve their transition into university as well as
protect their psychological well-being. This study included 752 first-year university
students from several universities in Okinawa, Germany, and Thailand. Participants
ranged in age from 18 to 41 years old (M = 19.73, SD = 2.10). Results indicated that
first-year university students in the countries studied experienced elevated levels of
depressive symptoms. The prevalence of depression for first-year university students in
Okinawa, Germany, and Thailand were found to be 11.3%, 24.6%, and 35.6%, respectively;
levels of anxiety were 18.0%, 33.6%, and 43.3%, respectively; and prevalence rates of
stress were 5.7%, 26.3%, and 19.0%, respectively. This research addresses the
knowledge gap in the literature on the mental health of first-year university students in
Okinawa, Germany, and Thailand. Implications such as seminars and mentorship
programs can help improve mental health among first-year students.

Keywords: Anxiety, Depression, Stress, Self-Esteem, Okinawa, Germany, Thailand

 64 『南島文化』第 42 号

Introduction
Mental health issues, specifically depression, anxiety and stress, have been
increasing for university students across the globe (Auerbach et al., 2018; Eisenberg,
Golberstein, & Hunt, 2009; Garlow et al., 2008; Kessler et al., 2005; Khan, Mahmood,
Badshah, Ali & Jamal, 2006; Ratanasiripong et al., 2015). The prevalence of mental
health issues among university students highlights the importance of addressing the
symptoms prior to onset to take preventative measures regarding current and future
mental health. As first-year university students face new and overwhelming stressors
which compound environmental, academic, and interpersonal changes, individual
vulnerabilities to stress, anxiety, depression and self-esteem increase (Brandy, Penckofer,
Solari-Twadell, & Velsor-Friedrich, 2015; Dyson & Renk, 2006; Shudifat & Al-Husban,
2015; Stupnisky, Perry, Renaud, & Hladkyj, 2013; Sato & Yuki, 2014; Tomoda, Mori,
Kimura, Takahashi, & Kitamura, 2000; Urani, Miller, Johnson & Petzel, 2003). Multiple
studies have demonstrated the prevalence of depression among first-year students, with
studies identifying depressive symptoms within up to half of the sample population
(Brandy et al., 2015; Jinnin et al., 2017; Mikolajczyk, Maxwell, Naydenova, Meier, &
Ansari, 2008, Mikolajczyk et al., 2008; Phimarn, Kaewphila, Suttajit & Saramunee, 2015;
Tomoda et al., 2000). The vulnerability of first-year students to novel stressors may
negatively affect their college experience by increasing rates of burnout or decreasing
levels of academic performance (Bozick, 2007; Voltmer, Kotter, & Spahn, 2012). Cross-
cultural differences – such as those studied between Japan, Germany, and Thailand –
can also provide or compound stressors in early collegiate experiences. Understanding
both distinctive and universal challenges faced by first-year students can help improve
their transition into universities and protect their psychological well-being.
Stress occurs when an individual experiences changes within an environment that
are believed to affect psychological well-being (Shudifat & Al-Husban, 2015). As can be
expected, first-year students worldwide undergo a variety of stressors during the
transitional phase into universities as they encounter a new environment, experience a
new social life, and are required to meet higher academic demands (Dyson & Renk, 2006;
Shudifat & Al-Husban, 2015). With increased academic demands, first-year students
have fewer hours available for socializing; therefore, loss of social life was reported as
the highest source of interpersonal stress within this specific population (Shudifat & Al-
Husban, 2015). Additionally, academic demands may in turn affect student sleep
patterns and influence sleep disorders, such as insomnia, more acutely among first-year
university students (Sadigh, Himmanen, & Scepansky, 2014). Previous studies on
university students have shown that limited or poor sleep patterns are associated with
 The First-Year Experience: Mental Health of University
Students in Okinawa, Germany, and Thailand 65

higher levels of mental health challenges (Eisenberg et al., 2009; Fawzy & Hamed, 2017;
Hysenbegasi, Hass, & Rowland, 2005; Nyer et al., 2013; Suchecki, Tiba, & Machado, 2017),
thus emphasizing the significant impact of schedule demands on both academic
performance and mental health.
The prevalence of anxiety may also be an indicator of low self-esteem, as found in
a study of 779 first-year students (Stupnisky et al., 2013). Furthermore, self-esteem,
along with self-efficacy, has been determined to be a predictor of stress as well as
physical and mental health challenges (Chemers, Hu, & Garcia, 2001; Stupnisky et al.,
2013). “Self-efficacy,” defined as one’s confidence in achieving goals, has been associated
with high academic performance and adjustment (Chemers et al., 2001). High self-
efficacy in academic performance corresponded to high actual performance among first-
year students (Chemers et al., 2001). Additionally, the confidence of first-year students
who have high self-efficacy allows these students to view the transition to college as a
challenge instead of a threat, reducing stress and facilitating adaptation to changes
experienced during this progressive event (Chemers et al., 2001). Hence, self-efficacy and
self-esteem moderate both psychological well-being and academic performance during a
turning point in a first-year student’s academic journey (Chemers et al., 2001).

First-Year Students in Okinawa

Research has been conducted on the mental health of university students in Japan
generally; however, minimal literature is available on the psychological well-being of
first-year university students in Okinawa specifically. Due to Okinawa's close proximity
to Southeast Asia, significant cultural influences distinguish Okinawa's culture from that
of mainland Japan (Manalo, Kusumi, Koyasu, Michita, & Tanaka, 2013). Therefore, while
studies conducted on first-year students in mainland Japan may shed insight on the
experience of Okinawan students, it should be noted at the outset that these results may
not entirely reflect the mental health challenges within the Okinawan student population.
Generally, Japanese culture holds a high standard regarding educational prestige,
as employers hire based primarily on one’s academic background (Cooke, 2005;
Wieczorek, 2008). Therefore, the pressures to be academically successful are amplified
to a greater magnitude than in other countries considered in this study. Students of
both high schools and colleges are required to pass an entrance exam to attend the
schools of their choice; roughly one-third of students testing for a 4-year university pass
(Cooke, 2005; Wieczorek, 2008). The pressure and stress experienced by a student
throughout the transitions into high school and college may slowly erode their
psychological well-being (Jinnin et al., 2017; Tomoda et al., 2000). A study found that
 66 『南島文化』第 42 号

over half of the sample population of first-year students in Japan reported a major
depressive episode (MDE) described in the DSM-III-R (Tomoda et al., 2000). Jinnin et al.
(2017) found that those who initially reported high depressive symptoms were at a
higher risk for depression later in life, while those who scored low or middle in
depressive symptoms remained stable and were considered low risk for later onset of
depression. However, definitive conclusions were not reached, as those who scored
higher on depressive symptoms during the initial testing either worsened or improved
after the retest 12 months later (Jinnin et al., 2017).
Self-esteem is one determinant of ongoing prevalence of depressive symptoms
among Japanese first-year students (Sato & Yuki, 2014). A study of 344 first-year
students in Japan identified the relationship between relational mobility, self-esteem, and
happiness (Sato & Yuki, 2014). Freshmen students have abundant opportunities to make
choices regarding their interpersonal relationships and group memberships compared to
sophomore students, indicating higher relational mobility. This high relational mobility,
unique to first-year students, influences a stronger relationship between self-esteem and
happiness, as high relational mobility allows first-year students to use their confidence to
commingle with new people and groups, increasing their happiness (Sato & Yuki, 2014).
The ambiguity within the results in the study conducted by Jinnin et al. (2017) may be
explained by the different self-esteem levels of the participants. Those who scored high
on depressive symptoms in the baseline and worsened after 12-months may have had a
lower level of self-esteem in comparison to those who scored high on depressive
symptoms during the baseline and lower depressive symptoms during the retest
12-months post-baseline.

First-Year Students in Germany

The minimal research examining the prevalence of mental health challenges
among first-year students in Germany, similar to such students globally, reports
stressors involving exams and academic workload (Dyson & Renk, 2006; Mikolajczyk et
al., 2008b; Shudifat & Al-Husban, 2015; Tomoda et al., 2000). Stress has been shown to
affect the burdens of coursework and exams, in turn affecting levels of depression. A
study of 803 first-year German students found that depression was less affected by
academic burdens if stress levels were low, while depression was significantly impacted
by academic burdens if stress levels were high (Mikolajczyk et al., 2008b). This study
also demonstrated a positive correlation between stress and depression, reporting 23%
prevalence of depression throughout the sample population (Mikolajczyk et al., 2008b).
 The First-Year Experience: Mental Health of University
Students in Okinawa, Germany, and Thailand 67

First-Year Students in Thailand

There are minimal studies conducted on college students in Thailand, and even
fewer studies involving first-year students. From previous studies, first-year Thai
students have shown a relative prevalence of depression (Phimarn et al., 2015;
Ratanasiripong & Wang, 2011). One study of 1,421 health science students in Thailand
found that 24.1% of first-year students (n=343) were considered depressed (Phimarn et
al., 2015). In another study by Ratanasiripong and Wang (2011), roughly half of the total
sample population of nursing students were considered depressed (although only 25 out
of the 200 students were first-year students). This result highlights the importance of
focusing future studies on the mental health of college students in Thailand, and more
specifically understanding the mental health symptoms that challenge first-year students
within this country.
The unique experience that first-year university students face during their
transitions to college has a great impact on their psychological well-being (Brandy et al.,
2015; Dyson & Renk, 2006; Shudifat & Al-Husban, 2015; Stupnisky et al., 2013; Sato &
Yuki, 2014; Tomoda et al., 2000; Urani et al., 2003). The increase in academic demands is
one of the highest-ranked stressors within this population, and it also has been identified
as a predictor of depressive symptoms (Dyson & Renk, 2006; Shudifat & Al-Husban,
2015; Tomoda et al., 2000). The decreased hours for sleep and recovery due to the
increased workload influence poor sleep habits that have demonstrated negative effects
on mental health (Eisenberg et al., 2009; Fawzy & Hamed, 2017; Hysenbegasi et al., 2005;
Nyer et al., 2013; Sadigh et al., 2014; Suchecki et al., 2017). Along with academic
demands, social and environmental changes may place first-year university students at a
disadvantage, as students are unable to depend on the support of family and friends who
are no longer in close proximity. The difficult challenges of transitioning to a new
environment may impact self-esteem and anxiety as they surround students with
unfamiliarity, thus impacting the potential for successful adaptation. To better examine
mental health challenges in this population, future studies would benefit from increased
attention to the dynamic shifts in environment and peer groups which are unique to
first-year university students.

Methodology
Participants and Procedure
This study included 752 first-year university students from several universities in
Okinawa, Germany, and Thailand. There were 180 participants from Okinawa, 374 from
Germany, and 198 from Thailand. Volunteer participants ranged in age from 18 to 41
 68 『南島文化』第 42 号

years old (M = 19.73, SD = 2.10). The surveys were distributed in classroom settings
after a short introduction (purpose of the research, informed consent, and voluntary and
confidential nature of the study) was given in the native language. The first page of the
survey package consisted of the informed consent. Completing the survey took
approximately 15 minutes.

Instrumentation
Mental Health (Depression, Anxiety, and Stress). Mental health was assessed
using translated versions of the Depression, Anxiety and Stress Scale (DASS; Lovibond
& Lovibond, 1995). The DASS has been translated and validated for the Japanese, Thai,
and German populations. This scale was found to have excellent psychometric
properties with an alpha reliability of .88, .82, and .90, respectively, for depression,
anxiety, and stress (Lovibond & Lovibond, 1995). The DASS measures symptoms of
depression, anxiety, and stress over the past week with a 4-point Likert scale of 0 (did
not apply to me at all) to 3 (applied to me very much, or most of the time). The
depression subscale assesses dysphoria, hopelessness, lethargy, and self-criticism.
Anxiety is measured as physiological arousal and situational anxiety. The stress
subscale assesses chronic arousal through the experience of irritability, tension,
impatience and over-reaction. Higher scores indicate higher levels of distress caused by
symptoms, and lower scores indicate lower levels of distress (Lovibond & Lovibond,
1995).
Self-esteem. Self-esteem was measured with the Rosenberg Self-esteem Scale
(RSES) (Rosenberg, 1965). The scale was developed as a measure of global self-worth
and consists of 10 items which are required to be rated on a four-point Likert scale
ranging from 1 (strongly disagree) to 4 (strongly agree) (Rosenberg, 1965). The RSES
was found to have good psychometric properties with an alpha reliability of .81, .88, and
.82, respectively, among a Japanese, German, and Thai sample (Ratanasiripong & Wang,
2011; Schmitt & Allik, 2005). Higher scores indicate higher levels of self-esteem.

Data Analysis
SPSS version 25.0 was used for data analysis. Pearson correlation coefficients
were calculated in order to test the relationships between depression, anxiety, stress,
and self-esteem. Mean differences across the three countries were calculated and tested
with the use of one-way analysis of variance (ANOVA), and Tukey’s post hoc tests. A
summary of all data scales can be found in Table 1.
 The First-Year Experience: Mental Health of University
Students in Okinawa, Germany, and Thailand 69

Table 1. Summary of All Data Scales

Cronbach’s
Country Variables M (SD) Min Max Item Scale
Alpha
Okinawa Depression .91
Germany 4. 39 (4. 27) 0 21 .87 7 0 to 3
Thailand .80
Okinawa Anxiety .86
Germany 3. 81 (3. 81) 0 21 .77 7 0 to 3
Thailand .73
Okinawa Stress .91
Germany 6. 36 (4. 55) 0 20 .84 7 0 to 3
Thailand .74
Okinawa Self-esteem .85
Germany 30. 98 (5. 13) 13 40 .77 10 1 to 4
Thailand .81

Results
This study examined the prevalence and predictors of depression, anxiety, and
stress among first-year university students in Okinawa, Germany, and Thailand. A
summary of data for all scales can be found in Table 1. Pearson’s correlation was used
to examine the relationship between all variables assessed. Results are consistent with
hypothesized correlations (Table 2). Prevalence rates of depression, anxiety, and stress
for the three countries can be found in Figure 1, Figure 2, and Figure 3.

Table 2. Pearson’s Correlations of Measured Variables

Variable 1 2 3 4 5 6
1. Depression - .66** .70** -.37** -.04 .12**
2. Anxiety - .67** -.28** -.01 .13**
3. Stress - -.23** .05 .06
4. Self-Esteem - .12** -.15**
Note: *p < .05 **p < .01
 70 『南島文化』第 42 号

Figure 1. Prevalence rates of depression, anxiety, and stress among Okinawan first-year students.

Figure 2. Prevalence rates of depression, anxiety, and stress among German first-year students.

Figure 3. Prevalence rates of depression, anxiety, and stress among Thai first-year students.
 The First-Year Experience: Mental Health of University
Students in Okinawa, Germany, and Thailand 71

Prevalence of Mental Health Challenges and Self-Esteem

Depression. There was a statistically significant difference between groups as
determined by one-way ANOVA (F (2,742) = 34.044, p < .001). A Tukey post hoc test
revealed that first-year students in Germany (9.58 ± 8.94, p < .001) and Thailand (12.66
± 12.57, p < .001) showed significantly higher levels of depression compared to first-year
students in Okinawa (4.61 ± 6.11) (Figure 4). Further, a Tukey post hoc test revealed
that first-year students in Germany (9.58 ± 8.94, p < .001) showed significantly lower
levels of depression compared to first-year students in Thailand (12.66 ± 12.57, p = .001).

Figure 4. Average level of depression among Okinawan, German, and Thai first-year students.

Anxiety. There was a statistically significant difference between groups as

determined by one-way ANOVA ( F (2,742) = 15.049, p < .001). A Tukey post hoc test
revealed that first-year students in Germany (8.15 ± 7.85, p < .001) and Thailand (9.43 ±
7.19, p < .001) showed significantly higher levels of anxiety compared to first-year
students in Okinawa (5.42 ± 5.71) (Figure 5). There was no statistically significant
difference between first-year students’ levels of anxiety in Germany and Thailand and
advanced groups ( p = .11).
 72 『南島文化』第 42 号

Figure 5. Average level of anxiety among Okinawan, German, and Thai first-year students.

Stress. There was a statistically significant difference between groups as

determined by one-way ANOVA (F(2,743) = 53.609, p < .001). A Tukey post hoc test
revealed that first-year students in Germany (13.44 ± 9.33, p < .001) and Thailand (12.36
± 8.00, p < .001) showed significantly higher levels of stress compared to first-year
students in Okinawa (5.69 ± 6.43) (Figure 6). There was no statistically significant
difference between first-year students’ levels of stress in Germany and Thailand and
advanced groups (p = .31).

Figure 6. Average level of stress among Okinawan, German, and Thai first-year students.
 The First-Year Experience: Mental Health of University
Students in Okinawa, Germany, and Thailand 73

Self-Esteem. There was a statistically significant difference between groups as

determined by one-way ANOVA (F (2,736) = 73.599, p < .001). A Tukey post hoc test
revealed that first-year students in Germany (30.83 ± 5.23, p < .001) and Thailand (32.42
± 4.17, p < .001) showed significantly higher levels of self-esteem compared to first-year
students in Okinawa (26.15 ± 6.00). Further, a Tukey post hoc test revealed that first-
year students in Germany (30.83 ± 5.23, p < .001) showed statistically significantly lower
levels of self-esteem compared to first-year students in Thailand (132.42 ± 4.17, p < .001).

Figure 7. Average level of self-esteem among Okinawan, German, and Thai first-year students.

Discussion
Prevalence of Depression, Anxiety, Stress, and Self-Esteem
The results indicated that first-year university students in Okinawa, Germany, and
Thailand experienced elevated levels of depressive symptoms. The prevalence rate of
moderate to extremely severe levels of depression for first-year university students in
Okinawa, Germany, and Thailand were 11.3%, 24.6 %, and 35.6%, respectively. First-year
university students in Okinawa showed significantly lower levels of depression than first-
year students in Germany, who in turn, presented significantly lower levels of depression
compared to first-year students in Thailand. In addition, first-year students in Okinawa
experienced lower levels of depressive symptoms than students in China (35.8%; Cheung
et al., 2016), Turkey (47.1%; Bayram & Bilgel, 2008), the United States (23%; Beiter et al.,
2015), and Chile (23.4%; Cova et al., 2007).
Further, results suggested that first-year university students in Okinawa,
Germany, and Thailand experience elevated levels of anxiety symptoms. The prevalence
 74 『南島文化』第 42 号

rate of moderate to extremely severe levels of anxiety for first-year university students
in Okinawa, Germany, and Thailand were 18.0%, 33.6%, and 43.3%, respectively. First-
year university students in Okinawa showed significantly lower levels of anxiety then
first-year students in Germany and Thailand. First-year students in Okinawa experience
similar levels of anxiety symptoms to students in Chile (16.4%; Cova et al., 2007) and
higher levels than students in China (23.7%; Cheung et al., 2016), the United States (25%;
Beiter et al., 2015), and Turkey (47.1%; Bayram & Bilgel, 2008).
The results showed that first-year university students in Okinawa, unlike first-
year university students in Germany and Thailand, experienced low levels of elevated
stress. The prevalence rate of moderate to extremely severe levels of stress for first-
year university students in Okinawa, Germany, and Thailand were 5.7%, 26.3%, and
19.0%, respectively. First-year university students in Okinawa showed significantly
lower levels of stress then first-year students in Germany and Thailand. First-year
students in Okinawa also demonstrated lower levels of stress symptoms than students
in Turkey (27%; Bayram & Bilgel, 2008), Malaysia (23.7%, Shamsuddin et al., 2013), and
the United States (26%; Beiter et al., 2015).
Additionally, the results indicated that first-year university students in Okinawa
possess significantly lower levels of self-esteem compared to students in Germany, who
in turn, possess significantly lower levels of self-esteem than first-year university
students in Thailand.
One interesting result from this study is that first year students from Okinawa
scored the lowest level for all the four instruments measured. Even though better
mental health is associated with higher self-esteem, Okinawa students appeared to have
the lowest levels of depression, anxiety, and stress while having the lowest level of self-
esteem among students from the three countries. One possible explanation for the
lowest scores across all instruments for Okinawan college students could be that as a
group, they tend to endorse lower level of symptomology as well as lower level of
positive factor when compared with college students from other countries. Further
analyses of the data for only Okinawan students revealed that self-esteem is significantly
negatively correlated with depression (r = -.54, p < .001), anxiety (r = -.45, p < .001), and
stress (r =.49, p < .001). The additional analyses confirm that Okinawan students with
higher self-esteem have significantly better mental health than those with lower self-
esteem, which is similar to the results for students from Thailand and Germany as well
as findings from other studies.
 The First-Year Experience: Mental Health of University
Students in Okinawa, Germany, and Thailand 75

Implications
The prevalence of mental health challenges faced by first-year students in
Okinawa, Germany, and Thailand within this study exposes the need to take
preventative measures. As first-year university students experience the heightened
demands of college, stress management becomes a necessary skill. Conley, Travers, and
Bryant (2013) implemented an informative seminar about stress management and
adjustment skills among first-year students. The attendance alone helped improve
perceived psychosocial adjustment and stress management skills, and practicing and
implementing these skills showed even greater improvements (Conley et al., 2013).
First-year students may be leaving home for the first time, limiting the ability to
“carry over” social support from existing friendship circles. The obscure or uncertain
nature of new relationships typically increases levels of social anxiety within this
particular population, leaving it susceptible to depression and other mental health
challenges (Brandy et al., 2015; Dyson & Renk, 2006). Urani et al. (2003) found that
students who experienced high levels of social anxiety had higher levels of homesickness.
Correspondingly, socially anxious first-year students had difficulties developing new
relationships, which in turn decreased their level of social support throughout their
transition (Urani et al., 2003). Their inability to acquire progressive social support
prolonged their homesickness, while highlighting maladaptive behaviors that are
associated with stress and other mental health challenges (Brandy et al., 2015; Urani et
al., 2003). Therefore, peer mentorship programs have been demonstrated as an effective
way to foster successful transitioning among first-year students (Ratanasiripong &
Rodriguez, 2011). The interactions between first-year students and their mentors benefit
both parties by developing the interpersonal and communication skills applicable within
a college environment (Chickering & Reisser, 1993). Peer mentorship programs build
self-confidence within first-year students who are encountering new social groups, while
providing insight on expectations within the college campus that prepare students for
the transition. Anticipating the demands of this transitional phase will allow first-year
university students to better manage stress, ultimately decreasing their susceptibility to
mental health challenges.
Incorporating a Psychosocial Wellness Seminar, or similar programs, within
university campuses may benefit first-year students during a taxing transition (Conley et
al., 2013). More specifically, these seminars may decrease the prevalence of depression
and anxiety by increasing students’ self-esteem and competence in managing stress.
Limitations for this study include the use of self-report data and limited availability
of psychological scales to measure the same construct in multiple languages. Only three
 76 『南島文化』第 42 号

countries were included in this study; in the future, more countries could be included to
provide a more global picture of the first-year university student experience.

Conclusion
In conclusion, this study addresses the knowledge gap in the literature on the
mental health of first-year university students in Okinawa, Germany, and Thailand. The
findings indicate a high prevalence of depression, anxiety, and stress, particularly among
first-year university students in Germany and Thailand. It is important to pursue better
understanding of mental health challenges among first-year university students to
support this population effectively. Future research should focus on identifying
protective factors as well as exploring interventions to foster the successful adjustment
of first-year university students and to decrease depression, anxiety, and stress
symptoms throughout this population.
 The First-Year Experience: Mental Health of University
Students in Okinawa, Germany, and Thailand 77

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 沖縄・ドイツ・タイにおける大学１年生のメンタルヘルスについて 81

〈論文〉

沖縄・ドイツ・タイにおける
大学１年生のメンタルヘルスについて

知名 孝
ポール・ラタナシリポン
シホ・トヤマ
ナタリー・ナン

概 要
大学生のメンタルヘルスの問題は増加傾向と共にその注目度が増す中、新しい環境で
様々なストレスに遭遇する大学初年次学生のメンタルヘルスについてはまだ未知の部分が
多い。多文化比較を行うことにより、大学初年度の学生達が経験するストレスとその対応
について有益な考察が得られるものと考え、今回タイ、ドイツ、沖縄の 3 つの国・地域の
大学初年次学生 752 名（Ｍ =19．
73、ＳＤ =2．10）を対象にサーベイ調査を行った。うつ
傾向を示す尺度では沖縄の学生が 11．3％、ドイツ 24．6％、タイ 35．6％となり、不安傾向
尺度については沖縄 18．0％、ドイツ 33．6％、タイ 43．3％、ストレス尺度では沖縄 5．7％、
ドイツ 26．3％、タイ 19．0％となっている。本研究は大学初年次学生の国際比較に新たな
知見をもたらすと共に、初年次学生のメンタルヘルスの予防に関していくつか考察を提供
している。

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