The Prevalence of Depression, Anxiety, and Stress among Students at the University of Buea and Their Correlation with Academic Performance

Abstract

Introduction: Depression, anxiety, and stress are major sources of distress for university students and negatively influence their academic achievement and psychosocial well-being. This study aimed to investigate the prevalence and factors associated with depression, anxiety, and stress at the University of Buea. Materials and methods: A cross-sectional study was conducted from February 2023 to April 2023. Participants’ levels of depression, anxiety, and stress were measured using the DASS-21 questionnaire, while academic performance was assessed through their GPA. Factors significantly associated with depression, anxiety, and stress were determined via logistic regression analyses with a significance threshold of P Results: 1095 students from the Buea University were recruited. Sixty-four per cent of the students were female, and the mean age was 22.1 ± 3.99 years. The prevalence of anxiety was 40.3%, followed by depression (28.8%), and stress was 9.2%. Students at the PhD level (AOR = 2.79, P = 0.018) and higher levels of education (AOR = 8.25, P = 0.025) were more likely to be depressed. Female university students were more likely to be anxious (AOR = 1.55, P = 0.002) and stressed (AOR = 1.87, P = 0.012) than their male counterparts were. Financial constraints and insufficient income were associated with depression and anxiety, respectively. University students who did not live in conflict-affected areas and those who had not witnessed any traumatic event were less likely to express symptoms of depression, anxiety, and stress. Most of those who were depressed, anxious, and stressed had a GPA range between 2.5 and 2.9. Conclusion: The prevalence of depression, anxiety, and stress among university students in Buea is high, and occurs in about half of the students. Factors associated include female sex, advanced levels of study, traumatic experiences, and residing in conflict-affected regions. These mental health conditions negatively impact academic performance, underscoring the urgent need for targeted interventions focused on mental well-being.