Many university students experience depression and anxiety, both of which have been shown to affect cognitive function. However, the impact of these emotional difficulties on academic performance is unclear. This study aims to determine the prevalence of depression and anxiety in university students in United Arab Emirates (UAE). It further seeks to explore the relationship between emotional difficulties and students’ academic performance. This longitudinal study recruited 404 students (aged 17–25 years) attending one UAE university (80.4% response rate). At baseline, participants completed a paper-based survey to assess socio-economic factors and academic performance, including most recent grade point average (GPA) and attendance warnings. PHQ-9 and GAD-7 scales were used to assess depressive and anxiety symptoms. At six-month follow-up, 134 participants (33.3%) provided details of their current GPA. Over a third of students (34.2%; CIs 29.7–38.9%) screened for possible major depressive disorder (MDD; PHQ-9 ≥ 10) but less than a quarter (22.3%; CIs 18.2–26.3%) screened for possible generalized anxiety disorder (GAD; GAD-7 ≥ 10). The Possible MDD group had lower GPAs (p = 0.003) at baseline and were less satisfied with their studies (p = 0.015). The MDD group also had lower GPAs at follow-up (p = 0.035). The Possible GAD group had lower GPAs at baseline (p = 0.003) but did not differ at follow-up. The relationship between GAD group and GPA was moderated by gender with female students in the Possible GAD group having lower GPAs (p < 0.001) than females in the Non-GAD group. Male students in the Possible GAD group had non-significantly higher GPA scores. Higher levels of both depression and anxiety symptoms scores were associated with lower GPAs at baseline. PHQ-9 scores, but not GAD-7 scores, independently predicted lower GPA scores at follow-up (p = 0.006). This relationship was no longer statistically significant after controlling for baseline GPA (p < 0.09). This study confirms previous findings that around a third of university students are likely to be experiencing a depressive disorder at any one time. Furthermore, it provides important evidence regarding the negative impacts of emotional difficulties on students’ academic performance. The results support the need to consider the mental health of students who are struggling academically and highlight the importance of signposting those students to appropriate support, including evidence-based therapies.

中文翻译：

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一项纵向队列研究探讨阿联酋大学生抑郁、焦虑和学业成绩之间的关系。


许多大学生经历过抑郁和焦虑，这两种情况都已被证明会影响认知功能。然而，这些情绪困难对学业成绩的影响尚不清楚。本研究旨在确定阿拉伯联合酋长国 (UAE) 大学生抑郁和焦虑的患病率。它进一步探讨情绪困难与学生学业成绩之间的关系。这项纵向研究招募了 404 名就读于阿联酋一所大学的学生（年龄 17-25 岁）（回应率为 80.4%）。在基线时，参与者完成了一项纸质调查，以评估社会经济因素和学业成绩，包括最近的平均绩点 (GPA) 和出勤警告。 PHQ-9 和 GAD-7 量表用于评估抑郁和焦虑症状。在六个月的随访中，134 名参与者 (33.3%) 提供了他们当前 GPA 的详细信息。超过三分之一的学生 (34.2%; CI 29.7–38.9%) 筛查了可能的重度抑郁症 (MDD; PHQ-9 ≥ 10)，但不到四分之一 (22.3%; CI 18.2–26.3%) 筛查了可能的广泛性焦虑障碍（GAD；GAD-7 ≥ 10）。可能 MDD 组的基线 GPA 较低 (p = 0.003)，并且对他们的学习不太满意 (p = 0.015)。 MDD 组在随访时的 GPA 也较低 (p = 0.035)。可能 GAD 组的基线 GPA 较低 (p = 0.003)，但随访时没有差异。 GAD 组与 GPA 之间的关系受性别调节，可能 GAD 组中的女学生的 GPA 低于非 GAD 组中的女学生 (p < 0.001)。可能的 GAD 组中的男学生的 GPA 分数没有显着升高。较高水平的抑郁和焦虑症状评分与较低的基线 GPA 相关。 PHQ-9 分数（而非 GAD-7 分数）独立预测了随访时较低的 GPA 分数（p = 0.006）。在控制基线 GPA 后，这种关系不再具有统计显着性 (p < 0.09)。这项研究证实了之前的发现，即大约三分之一的大学生可能在任何时候都患有抑郁症。此外，它还提供了关于情绪困难对学生学业成绩的负面影响的重要证据。研究结果表明有必要考虑学业困难的学生的心理健康，并强调为这些学生提供适当支持（包括循证治疗）的重要性。