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A Comparative Study of Campus Experiences of College Students With Mental Illnesses Versus a General College Sample
Abstract
OBJECTIVE: Examine campus experiences and relationships of college students with mental illnesses compared to general student norms using the College Student Experiences Questionnaire to understand potential sources of distress and retention issues. PARTICIPANTS: Responses were obtained from 449 former and current students with mental illnesses from more than 300 colleges and universities around the country. METHODS: Participants completed an online survey available from July 2005 to July 2006. RESULTS: Multivariate analysis of variance and t test results indicate that college students with mental illnesses report less engagement on campus and poorer relationships, and that these factors were associated with lower graduation rates. Students reporting they were treated differently "most of the time" because of a mental illness had the lowest levels of engagement and poorest relationships. CONCLUSIONS: More attention is needed to developing interventions that enhance social functioning and engagement and address stigma on campus in order to reduce distress and enhance retention.
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“and also has consequences for academic performance (Bruffaerts et al., 2018), campus engagement (Salzer, 2012), and college drop-out (Eisenberg et al., 2009).”
From Effects of self-guided stress management interventions in college students: A systematic review and meta-analysis (2022) · cites this paper as Salzer, 2012
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Metadata
- Authors
- Salzer, M. S.
- Affiliations
- Temple University (US)
- Corresponding author
- Salzer, Mark S.
- ORCID
- Salzer, Mark S.
- Venue
- Journal of American College Health
- Publisher
- Informa UK Limited
- Published
- 2012-01
- Volume
- 60
- Issue
- 1
- Pages
- 1-7
- ISSN
- 0164-4300 (ISSN-L)
- 0744-8481
- 1940-3208
- OpenAlex
- W2084221514
- Cited by
- 191
- References
- 34
- Citations by year
- 2026: 7 · 2025: 6 · 2024: 20 · 2023: 22 · 2022: 12 · 2021: 15 · 2020: 17 · 2019: 22 · 2018: 12 · 2017: 7 · 2016: 14 · 2015: 17 · 2014: 11 · 2013: 7 · 2012: 2
- FWCI
- 8.70
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of American College Health (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Temple University
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Mental Health Treatment and Access
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Keywords
- campus experience, student engagement, peer relationships, graduation rates, student retention, stigma, College Student Experiences Questionnaire, social functioning, distress
- MeSH terms
- Analysis of Variance, Mental Disorders, Humans, Interpersonal Relations, Surveys and Questionnaires, Social Behavior, Social Support, Students, United States, Universities, Multivariate Analysis, Internet, Social Stigma
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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