Background Increased investment in optimal student mental health and well-being has been noted by universities around the world. Studies show the need for contextually relevant, granular understandings of specific aspects of student mental health and well-being. Methods A survey was conducted at two time points – at the beginning and end of the academic year – at a large, urban university in South Africa. The Mental Health Continuum-Short Form, the Flourishing Scale, and the Fragility of Happiness Scale were used in the testing of undergraduate students from a variety of scientific disciplines. Two separate comparisons were made, based on the baseline data (n = 551) and the follow-up data (n = 281). In Comparison 1 (baseline, n = 443; follow-up, n = 173), two independent, biographically (very) similar groups were compared. Comparison 2 (n = 108) compared the results from the baseline and follow-up of the same group of students who completed the instruments at both time points. Results Results indicate a significant decline in mental health and well-being for both groups (independent and dependent) over the course of the academic year. Both follow-up groups were found to have lower psychological, emotional and social well-being, psychological flourishing, and reduced mental health, in comparison with the baseline groups. Conclusions The statistically significant decreases in the mental health and well-being of participants in this study indicate the need for substantive interventions to support student mental health and well-being. Strong foci for well-being interventions should include self-efficacy, sense of direction, meaning and creating a sense of belonging.

中文翻译：

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衡量南非本科生的心理健康和福祉


背景 世界各地的大学都注意到对最佳学生心理健康和福祉的投资不断增加。研究表明，需要对学生心理健康和福祉的具体方面进行与情境相关的、细致的理解。方法 在南非一所大型城市大学的两个时间点（学年开始和学年结束）进行了一项调查。心理健康连续体简表、繁荣量表和幸福脆弱量表被用于对来自不同科学学科的本科生进行测试。根据基线数据进行了两次单独的比较（ n = 551）和后续数据（ n = 281）。在比较 1（基线， n = 443；后续行动， n = 173），比较了两个独立的、传记（非常）相似的群体。比较2（ n = 108）比较了在两个时间点完成仪器的同一组学生的基线和后续结果。结果 结果表明，在整个学年中，两个群体（独立群体和受抚养群体）的心理健康和幸福感均显着下降。与基线组相比，两个随访组的心理、情绪和社会幸福感、心理繁荣度和心理健康状况均较低。结论 本研究参与者的心理健康和幸福感在统计上显着下降，表明需要采取实质性干预措施来支持学生的心理健康和幸福感。幸福干预的重点应包括自我效能、方向感、意义和创造归属感。