Study Demands, Study Resources, and Mental Health

Abstract

Abstract: Background: University students’ mental health has declined in recent years. Possible explanations are rising academic demands and missing resources. According to the Study Demands-Resources (SD-R) model, these factors affect outcomes through the mediating roles of burnout and engagement. Another potential influencing factor is the study mode, as on-campus and distance-learning students differ in various demographic aspects. Aims: The present study seeks to extend research on mental health in distance-learning students by comparing mental health indicators and study demands and resources with those of on-campus students and test the SD-R model in a distance-education setting. Methods: Data from 233 on-campus and 362 distance-learning students were collected through an online survey measuring study demands and resources, burnout, engagement, and mental health problems. Additionally, two open-ended questions assessed participants’ most significant study demand and major resource. Group differences were examined using t-tests, responses to the open-ended questions were analyzed descriptively and model testing was conducted via path analysis. Results: Statistically significant group differences were observed for mental health problems, burnout, and peer support with on-campus students demonstrating higher levels. Distance-learning students were more engaged than on-campus students. The analysis of the open questions indicated that the rank order and frequency of perceived demands and resources varied between groups. Path analyses supported the applicability of the SD-R model in a distance-education setting. Limitations: The cross-sectional design does not allow causal interpretation. Conclusion: The observed group differences emphasize distinct needs and highlight opportunities for targeted research and interventions for distance-learning students.