A Grounded Theory Investigation of Self-Identified Female Students’ Mental Health Perception, Mental Health Factors, and Help Seeking Behaviours

Abstract

The purpose of this integrated-article dissertation was to explore self-identified female students’ understanding of mental health, mental health factors, and help-seeking behaviours. Young adults often face multiple stressors in their daily lives and must find ways to prevent, address, or overcome stressors that can lead to emotional and physical distress. University life can be more stressful because of greater responsibilities and independence during this age period. Increasingly, post secondary school students are recognized as an at-risk population for poor mental health. It is worth noting that female students experienced greater levels of stress compared to other genders. Poor mental health can contribute to poor academic performance and excessive alcohol consumption. Transition-aged youth (17-29 years) of all genders are particularly at risk of developing mental health problems, yet they are one of the least likely demographic groups to seek help. In a state of mental health, individuals are more prepared to take healthy risks, actively contribute to society, and gain life satisfaction. The undertaking for mental well-being is a common desire for oneself, students, and loved ones. However, limited research has been conducted about perceptions and attitudes of young adults, especially among female students, regarding mental health and help-seeking behaviours. A constructivist grounded theory study was conducted, and semi-structured interviews were undertaken between January and March 2023 with 22 self- identified female students who were enrolled in post-secondary programs at a university in Ontario, Canada. Participants shared their insights during in-depth individual interviews. The following eighteen themes emerged from students data during data analysis: psychological well-being, socioeconomic factors, social and societal influences on students’ well-being, holistic well-being perspectives, academic perspectives, career and financial perspectives, life and future perspectives, coping mechanisms, healthcare engagement challenges, psychological barriers, relational barriers, personal challenges, seeking professional and non-professional support, integrated support, self-reliance and self-help. The findings demonstrated that students’ advocacy for the promotion of mental health practices has a strong impact on their overall well-being.