Published 2026-02-15
Keywords
- Factors Predicting; Depression; First-year students
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
This cross-sectional descriptive study aimed to examine predictive factors of depression among first-year undergraduate students, specifically focusing on adjustment skills and adversity quotient. The sample consisted of 595 students selected through stratified random sampling from eight schools/faculties. The research instruments comprised four sections: a demographic questionnaire, the Department of Mental Health depression screening tools (2Q and 9Q), an adjustment skills questionnaire, and an adversity quotient questionnaire. Data were analyzed using descriptive statistics, Pearson’s correlation coefficient, and stepwise multiple regression analysis.
The results revealed that 48.92% of the participants had depression, which was categorized into mild (27.64%), moderate (14.91%), and severe levels (6.37%). Correlation analysis between depression, adjustment, and problem-solving and adversity-coping abilities indicated that both adjustment and problem-solving/adversity-coping abilities were significantly and negatively correlated with depression (r = −0.669, p < .001; r = −0.197, p < .01, respectively).
The predictive analysis demonstrated that adjustment and problem-solving and adversity-coping abilities jointly explained 30.7% of the variance in depression among first-year undergraduate students (F = 132.78, p < .001). Both adjustment and problem-solving/adversity-coping abilities were significant predictors of depression in first-year students, with adjustment being the stronger predictor (β = −0.535, p < .001), followed by problem-solving and adversity-coping abilities (β = −0.107, p < .01).
The findings highlight that depression among first-year undergraduate students is a significant issue that warrants serious attention. University administrators and relevant faculty members should therefore provide mental health promotion services that emphasize adjustment and problem-solving and adversity-coping abilities, as well as enhance students’ problem-solving skills, in order to promote and sustain positive mental health.