Mental Health, Student Performance, Student Ability, and

University Environment in College Students

fqk193@my.utsa.edu
(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
Table 5
According to the National College Health Assessment II, 19.7% of undergraduate Summary of inter-item correlations for FGCS, Latino, Gender, GPA, Distress, Grit-T, SEI-T and UES-T.
college students reported being diagnosed with anxiety, 15.6% reported being
diagnosed with depression, and 43.6% reported more than average stress levels.
1 2 3 4 5 6 7 8
Research suggests that college students are experiencing increasing levels of 1. FGCS --
depression, anxiety, and stress, which may interfere with their ability to perform 2. Latino .234** --
well academically. 3.02**
3. Gender -.121 -.010 --
First-generation students may differ as well because of their differences in levels of
student engagement, grit, academic performance, and feelings of belonging when 4. GPA -.162 .200* .122 --
compared to non-first generation college students. 5. Distress -.043 .031 -.054 -.098 --
Gender differences may occur between men and woman in mental health, academic 6. Grit-T -.192* -.009 -.122 .111 .094 --
success, and levels of perseverance.
7. SEI-T -.027 .154 .013 .205* -.347** .106 --
Minority ethnicities, such as Latino students, have shown to demonstrate higher
levels of grit due to academic hardships. 8. UES-T .053 .078 -.068 .081 -.382** .121 .321** --
Grit is defined by passion and perseverance for long-term goals, measures of grit *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 Engagement
have been related to student performance, student generational outcomes, and Inventory Total; UES-T = University Environment Scale Total
differences within minority groups.
Student engagement has been used to better understand academic retention rates in Results Conclusion
college students.
Perceptions of the university environment have been shown to be related to student All data were analyzed using SPSS IBM-23. The results suggested that Latino students had higher reported
success. GPA scores than non-Latino students. In addition, non-first
Specific Aim: The purpose of this study was to explore possible relationships Pearsons r correlations suggested that students with lower levels of generation students reported higher levels of grit. As
between motivational factors and measures of mental health and academic hypothesized, psychological distress was negatively related to
performance in undergraduate college students.
distress are related to more positive attitudes on student engagement
(r= -0.347, p=.000) and more positive perceptions in the university both student engagement and perceptions of the supportiveness
We hypothesize that mental health and academic performance will be related to grit,
environment (r= -0.382, p=.000). of the university environment. Student engagement was
student engagement, the university environment, and that student demographics will
also be related to these factors. Although a significantly positive correlation was hypothesized positively associated with GPA. There were no significant
between mental health (Distress) and grit, the correlation indicated gender differences on these variables. These findings suggest
Method that higher levels of distress are associated to higher levels of grit, that Universities should focus on psychosocial variables such
but not significantly so (r=0.094, p=.299). as student engagement, persistence, and mental health when
125 undergraduate students (female=56, first generation college students=63,
Latino=73) participated in an online survey as part of a credit requirement for an Correlational analyses found higher levels of academic performance trying to improve student academic performance and well-
introduction to psychology course. (GPA) to be significantly related to more positive attitudes on being. It would also appear that tailoring such efforts to
GPA: Self-reported current GPA. student engagement (r=0.205, p=.022), but not significantly related students based on their background and demographics might
Depression, anxiety, and Stress: The Depression, Anxiety, and Stress Scale, 21 higher grit levels (r=0.111, p=.221) nor more positive perceptions in increase their efficacy in academic settings.
items (=.957), assessed on a 4 point Likert-type scale with items ranging from (0) the university environment (r=0.081, p=.372). References
Never to (3) Almost Always. A higher score in depression (ranging from 0 to 14+), Independent sample t-tests and correlational analyses found
anxiety (ranging from 0 to 10+), and stress (ranging from 0 to 17+) corresponds to a 1. Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive
higher level of symptom severity. This measure accounted for student mental health. significant differences in student generational status and ethnicity. and psychological engagement: Validation of the student engagement instrument.
Student Engagement: The Student Engagement Instrument measures 33 items There were no significant differences found in males and females. Journal of School Psychology, 44(5), 427-445.

(=.951) on a 4 point Likert-type scale, with items ranging from (1) Strongly Agree
to (4) Strongly Disagree. Higher average scores indicating greater levels of
perceived attitudes on engagement.
Grit: The Grit Scale, which measures perseverance, consists of 8 items (=.194)
assessed on a 5 point Likert-type scale with items ranging from (0) Not At All Like
Me to (4) Very Much Like Me. Higher scores indicate a higher level in grit.
University Environment: The University Environment Scale consists of 14 items
that are measured on a 7 point Likert-type scale ranging from (1) Not at All to (7)
Very True. Responses measure the perception students have on university
environmental factors, items are summed together to give a continuous measure of
academic persistence.
Correlational analyses suggested that being Latino is significantly
related with being a first-generation college student (r=0.234,
p=.009).
Correlational analyses found that being Latino is significantly
related to a higher GPA score (r=0.200, p=.260)
Correlational analyses indicate that lower levels of grit are
significantly related to first-generation college students (r= -0.192,
p=.032), meaning that non-first generation college students have
significantly more grit.
2. Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit:
Perseverance and passion for long-term goals. Journal of Personality and Social
Psychology, 92(6), 1087-1101.
3. Gloria, A. M., & Kurpius, S. E. R. (1996). The validation of the cultural congruity scale
and the university environment scale with Chicano/a students. Hispanic Journal of
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4. Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First-generation
college students: Additional evidence on college experiences and outcomes. The
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Acknowledgements
Mary McNaughton-Cassill, Ph.D.
Cory Knight M.S.