FOREIGN LITERATURE
1.The bibliometric study by Hernández-Torrano et al., 2020 provides a
comprehensive mapping of global research trends on the mental health and
well-being of university students. By analyzing metadata from over four
decades of published literature, the study identifies a rapid escalation in
scholarly attention to student mental health, particularly after 2010. This
surge reflects both growing societal concerns and a recognition among
researchers of the unique stressors faced by students in higher education
settings.
A central finding of the analysis is the identification of key research themes.
The literature is shown to be highly interdisciplinary, spanning fields such as
psychology, education, psychiatry, and public health. Major topics include
prevalence rates of mental health concerns—like anxiety and depression—
risk and protective factors, and the evaluation of intervention programs. The
diversity of themes indicates that student mental health is not only a clinical
issue but also a broader educational and societal challenge. However, the
study also reveals a fragmented research community, highlighting the need
for greater integration across disciplines and methodologies.
The authors emphasize the distinction between prevalence-focused research
and studies seeking to understand underlying causes or effective
interventions. While the sheer volume of work addressing symptomatology
and risk factors is considerable, the bibliometric mapping shows that fewer
studies follow students longitudinally or evaluate innovative, scalable
support strategies. This gap underscores the importance of moving beyond
descriptive statistics toward research exploring causality, prevention, and
the implementation of evidence-based solutions on campuses.
Another key interpretation drawn from the mapping is the global but uneven
distribution of research output. The majority of studies are produced by
institutions in North America, Europe, and Australasia, with comparatively
less research emerging from low- and middle-income countries. This
imbalance raises concerns about the generalizability of findings and calls for
an expanded focus on the cultural, economic, and contextual factors shaping
student experiences and supports worldwide.
Finally, the study by Hernández-Torrano et al. (2020) points to the urgent
need for universities and policymakers to prioritize student well-being
through coordinated, research-informed action. As the body of evidence
grows, institutions are called upon to break silos, foster international
collaboration, and translate research findings into accessible interventions
that address both academic achievement and psychological health. The
mapping study serves as both a record of past research and a strategic
guide for future investigations aimed at creating supportive, health-
promoting environments for all university students.
Hernández-Torrano, D., Ibrayeva, L., Sparks, J., Lim, N., Clementi, A.,
Almukhambetova, A., Nurtayev, Y., & Muratkyzy, A. (2020). Mental Health
and Well-Being of University Students: A Bibliometric Mapping of the
Literature. Frontiers in Psychology, 11, 1226.
https://www.frontiersin.org/articles/10.3389/fpsyg.2020.01226/full
2. The study by Auerbach et al., 2020 investigates the prevalence and
sources of stress among first-year college students across multiple countries
and examines how these stressors relate to the occurrence of mental health
disorders, such as mood, anxiety, and substance use disorders. The research
utilized data from more than 20,000 students, highlighting the universal
nature of this concern and providing robust, cross-cultural insights into the
mental health landscape in higher education.
Results show that almost all students (93.7%) reported experiencing at least
some stress in key life domains, including financial issues, health, romantic
relationships, family relationships, academic/work relationships, and
problems affecting loved ones. The widespread reporting of stress
demonstrates that it is a near-universal aspect of college life, and there is a
clear dose-response relationship: higher levels of perceived stress in any life
area are associated with higher odds of developing a mental disorder in the
previous 12 months. Notably, financial and romantic relationship stresses
emerged as the most consistently significant sources of distress.
These findings underscore the additive impact of multiple sources of stress.
Students frequently report stress in several domains, with the interaction of
these stresses substantially increasing the risk of mental health issues. The
study's logistic regression analyses showed that the influence of these
combined stressors accounts for a major proportion (nearly 47% to 80%) of
the prevalence of mood, anxiety, and substance use disorders among college
students.
The study also suggests valuable directions for prevention and intervention.
While causality cannot be definitively established due to the study’s cross-
sectional design, existing evidence indicates that stress management
interventions can effectively reduce both perceived stress and associated
mental health symptoms. The authors recommend that comprehensive
student mental health programs should include training in both problem-
focused coping (addressing objective stressors) and emotion-focused coping
(managing reactions to unchangeable stressors), particularly in areas like
financial management and managing personal relationships.
Auerbach, R. P., Mortier, P., Bruffaerts, R., Alonso, J., Benjet, C., Cuijpers,
P., ... & Kessler, R. C. (2020). Sources of stress and their associations with
mental disorders among college students: Results of the World Health
Organization World Mental Health Surveys International College Student
Initiative. Frontiers in Psychology, 11, 1759 Frontiers | Sources of Stress and Their
Associations With Mental Disorders Among College Students: Results of the World Health
Organization World Mental Health Surveys International College Student Initiative
