Abstract
College student mental health has become an increasing concern, compounded by the COVID-19 pandemic (Cao et al., 2020; Wang et al., 2020). The study sought to expand knowledge around the mental health of college students using a holistic measure of mental health assessment, the Dual-Factor Model of Mental Health (DFM). Measured by 46 validated items, the DFM provides a continuum of complete mental health by integrating positive psychology (termed subjective well-being [SWB]) and psychopathology (PTH; Dowdy et al., 2018; Furlong, You, Shishim et al., 2016; Keyes, 2007).
This non-experimental, quantitative study revealed an aggregate DFM score in the “symptomatic but content” (high SWB–high PTH) range for 265 students at West Coast University. Correlations revealed moderate positive statistical significance between SWB and student dispositions while PTH only revealed low positive statistical significance with retention disposition. The DFM remained statistically significant, but the correlations for student dispositions were low. Ordinary least square regression models using the DFM as the dependent variable revealed a positive, statistically significant association between the DFM and student dispositions towards retention, ceteris paribus. Among myriad demographic variables (including SES), only Black students showed a statistically significant positive DFM score when compared with Latinx students (the reference category, n = 112). However, the SWB and PTH measures revealed some potential discrepancies when combined, indicating possible differences in constructs, measurement, or this new administration in higher education instead of a K-12 population and merit further research.
Program recommendations center on dimensions of mental health related to factors of student success. First, a focus on understanding and addressing the pathology side of student mental health is critical given the high student self-reports. Second, continuing to understand and foster high SWB for students can extend the higher self-reports in this area. Lastly, institutions should continue to invest and improve upon already established student success endeavors. These endeavors can help ensure that students have the resources and mental health capacity for success in their academic endeavors.