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Cited by 919Student Stress and CopingHealthcare professionals’ stress and burnoutHigher Education Research Studies

The DOI matches its Crossref record; 19 of the 20 references it cites were found in a registry or an index.

The relation of depression and anxiety to life-stress and achievement in students

Andrews, Bernice, Wilding, John M.·2004·British Journal of Psychology
DOI 10.1348/0007126042369802
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Abstract

OBJECTIVES: An apparent increase in seriously disturbed students consulting student health services in the UK has led to concern that increasing financial difficulties and other outside pressures may affect student mental health and academic performance. The current research investigated whether student anxiety and depression increases after college entry, the extent to which adverse life experiences contribute to any increases, and the impact of adversity, anxiety and depression on exam performance. METHOD: 351 UK-domiciled undergraduates completed questionnaires one month before university entry and mid-course. The Hospital Anxiety and Depression Scale (HADS: Zigmond & Snaith, 1983) was administered at both time points and a modified List of Threatening Experiences (Brugha, Bebbington, Tennant, & Hurry, 1985) was administered mid-course. RESULTS: By mid-course 9% of previously symptom-free students became depressed and 20% became anxious at a clinically significant level. Of those previously anxious or depressed 36% had recovered. After adjusting for pre-entry symptoms, financial difficulties made a significant independent contribution to depression and relationship difficulties independently predicted anxiety. Depression and financial difficulties mid-course predicted a decrease in exam performance from first to second year. CONCLUSIONS: This is the first study to confirm empirically that financial and other difficulties can increase British students' levels of anxiety and depression and that financial difficulties and depression can affect academic performance. However, university life may also have a beneficial effect for some students with pre-existing conditions. With widening participation in higher education, the results have important implications for educational and health policies.

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Crossref · 10.1348/0007126042369802

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19 of 19 references verified0 citation errors · 0 not checkable

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Metadata

Authors
Andrews, B., & Wilding, J. M.
Affiliations
Royal Holloway University of London (GB)
Corresponding author
Andrews, Bernice
Venue
British Journal of Psychology
Publisher
Wiley
Published
2004-11
Volume
95
Issue
4
Pages
509-521
ISSN
  • 0007-1269 (ISSN-L)
  • 2044-8295
DOI
10.1348/0007126042369802
OpenAlex
W2128592988
Cited by
919
References
20
Citations by year
2026: 22 · 2025: 51 · 2024: 64 · 2023: 71 · 2022: 71 · 2021: 78 · 2020: 85 · 2019: 65 · 2018: 63 · 2017: 46 · 2016: 48 · 2015: 47 · 2014: 33 · 2013: 34 · 2012: 37
FWCI
14.24
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 2244 d)
Locations
  • British Journal of Psychology (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
  • Health Sciences › Health Professions › General Health Professions › Healthcare professionals’ stress and burnout
  • Social Sciences › Education › Higher Education Research Studies
Keywords
depression, anxiety, university students, life events, financial hardship, academic performance, exam performance, relationship problems, student mental health, Hospital Anxiety and Depression Scale, transition to college, recovery from depression
MeSH terms
Achievement, Adult, Anxiety, Depression, Female, Follow-Up Studies, Humans, Male, Stress, Psychological, Students

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