AI Insight
This study of 2,315 university students from the Iberian Observatory examined the relationship between professional future expectations and mental health outcomes. Researchers found that students with positive professional expectations, strong academic engagement, and institutional connection showed better mental health indicators and fewer psychosocial risks, while social isolation was linked to increased vulnerability. Older male students who valued institutional ethics and demonstrated effective stress management exhibited higher overall well-being and happiness.
Why it matters
The findings provide evidence for universities and policymakers to develop targeted mental health interventions and skills programs that support student well-being during their academic trajectory and transition to professional life. Addressing social isolation and fostering positive professional expectations may be key strategies for preventing depression, anxiety, and stress in university populations.
Understand the Science
IntroductionUniversity students face heightened risks regarding mental health, with depression, anxiety, and stress being the most prevalent issues. Students’ mental health is associated with their academic performance and psychosocial well-being, as well as with their development and future professional trajectories.MethodsThis study is part of the Iberian Observatory of Healthy Learning and Youth Participation (OIASP-J) and uses the Healthy Learning Environments Ecosystems instrument. The sample consisted of included 2,315 university students, of whom 65.5% (n = 1,516) were female, with a mean age of 22.9 years (SD = 5.18).ResultsOlder male students who value institutional ethics and values, demonstrate greater academic engagement, report higher levels of well-being, more effective stress management, and greater happiness, exhibit fewer psychosocial risks related to well-being and mental health. Social isolation emerged as a significant factor associated with greater vulnerability in well-being and mental health. Regarding professional future expectation, students with more positive expectations exhibited better individual, psychosocial, and organizational indicators than those with more negative expectations.ConclusionWe conclude that the results provide evidence for higher education institutions, health professionals, and policymakers to invest in more skills programs and mental health interventions. These programs may help students thrive academically, maintain good mental health throughout their studies, and successfully complete their training. In turn, this facilitates a smooth transition into professional life and enables students to contribute to society.