Investigating the determinants of mental health literacy in school students: a school-based study.
Mental health literacy (MHL) plays a crucial role in promoting mental health and early identification of psychological issues among students. Identifying the determinants of MHL can contribute to the development of effective educational interventions and policies. This study aimed to investigate the factors influencing MHL among high school students in Khoy, Iran.
This cross-sectional study was conducted on 564 high school students selected through a two-stage cluster sampling method from six health-promoting schools in Khoy. Data collection tools included a demographic questionnaire and a standardized mental health literacy questionnaire. Data were analyzed using MANOVA, Pearson correlation, and multiple linear regression tests. This project has an ethics approval code.
The results indicated that male students had significantly lower mental health literacy (MHL) scores compared to female students (β=-3.51, p<0.001). Maternal education and occupation were identified as significant predictors, with students whose mothers had university education (β=-5.64, p=0.03) or were employed (β=-2.33, p=0.02) achieving higher MHL scores. Similarly, students with employed fathers also scored higher (β=-1.92, p=0.03). No significant associations were found between MHL and economic status, living situation, or parental age.
Based on the findings of the study, gender, maternal education, and parental occupation significantly influence students' mental health literacy (MHL). Therefore, it is recommended that educational interventions and targeted strategies be implemented to enhance MHL, with a particular focus on male students and those from families with lower educational and occupational status. Such efforts should aim to address existing disparities and promote equitable access to mental health resources and knowledge.
This cross-sectional study was conducted on 564 high school students selected through a two-stage cluster sampling method from six health-promoting schools in Khoy. Data collection tools included a demographic questionnaire and a standardized mental health literacy questionnaire. Data were analyzed using MANOVA, Pearson correlation, and multiple linear regression tests. This project has an ethics approval code.
The results indicated that male students had significantly lower mental health literacy (MHL) scores compared to female students (β=-3.51, p<0.001). Maternal education and occupation were identified as significant predictors, with students whose mothers had university education (β=-5.64, p=0.03) or were employed (β=-2.33, p=0.02) achieving higher MHL scores. Similarly, students with employed fathers also scored higher (β=-1.92, p=0.03). No significant associations were found between MHL and economic status, living situation, or parental age.
Based on the findings of the study, gender, maternal education, and parental occupation significantly influence students' mental health literacy (MHL). Therefore, it is recommended that educational interventions and targeted strategies be implemented to enhance MHL, with a particular focus on male students and those from families with lower educational and occupational status. Such efforts should aim to address existing disparities and promote equitable access to mental health resources and knowledge.
Authors
Habibpour Habibpour, Karimi Karimi, Zareipour Zareipour, Saadati Saadati, Sodeify Sodeify
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