The Mental Health and Grade Point Average among College Students from Lower Socioeconomic Status Based on Healthcare Data Analysis.

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  • Author(s): Dong X;Dong X; Yang K; Yang K; Zhang R; Zhang R; Lv Y; Lv Y
  • Source:
    Journal of healthcare engineering [J Healthc Eng] 2021 Nov 30; Vol. 2021, pp. 2378202. Date of Electronic Publication: 2021 Nov 30 (Print Publication: 2021).
  • Publication Type:
    Journal Article; Research Support, Non-U.S. Gov't; Retracted Publication
  • Language:
    English
  • Additional Information
    • Source:
      Publisher: Hindawi Publishing Country of Publication: England NLM ID: 101528166 Publication Model: eCollection Cited Medium: Internet ISSN: 2040-2309 (Electronic) Linking ISSN: 20402295 NLM ISO Abbreviation: J Healthc Eng Subsets: MEDLINE
    • Publication Information:
      Publication: 2016- : London: Hindawi Publishing
      Original Publication: [Essex] : Multi-Science Pub.
    • Subject Terms:
      Data Analysis* ; Mental Health*; Delivery of Health Care ; Humans ; Social Class ; Students
    • Abstract:
      This study evaluated the mediating role of social support in the relationships between mental health and academic achievement and used a sample of 640 college students from lower socioeconomic status (LSES) compared to 501 from higher socioeconomic status (HSES) in China. Self-report measures of depression, anxiety, Internet addiction, self-esteem, perceived social support, and grade point average (GPA) were measured online. Group differences were examined with Chi-square analyses. Results . (1) There were significant differences in mental health, academic achievement, and social support between LSES and HSES. (2) Anxiety, depression, and Internet addiction were significantly negatively correlated with academic achievement; self-esteem and social support were significantly positively correlated with academic achievement. (3) Social support has a mediating role between mental health and academic achievement. These results proved that it is necessary to pay more attention to their mental health and develop social support to improve their academic achievement for LSES students. Previous studies have paid little attention to the LSES students, but these students are more prone to psychological problems. Therefore, this study focuses on the LSES students.
      Competing Interests: The authors declare no potential conflicts of interest concerning the research, authorship, and/or publication of this article.
      (Copyright © 2021 Xue Dong et al.)
    • Comments:
      Retraction in: J Healthc Eng. 2022 Dec 14;2022:9756230. (PMID: 36569182)
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    • Publication Date:
      Date Created: 20211213 Date Completed: 20211221 Latest Revision: 20240404
    • Publication Date:
      20240404
    • Accession Number:
      PMC8654553
    • Accession Number:
      10.1155/2021/2378202
    • Accession Number:
      34900179