Final-year university students’ mental health and access to support as they prepared to graduate
Bibliographic record
Abstract
Previous research has examined postsecondary student mental health and transitions into university. However, research focused on the transition out of university is lacking. Challenges may be experienced differently among population subgroups. We examined the mental health and support access of university students approaching graduation and differences by various social positions. Survey data were collected from final-year undergraduate students that had registered to graduate at a Canadian university in 2021 and 2022. Chi-square and linear regression models analyzed relationships between sociodemographic characteristics and mental health outcomes. Open-ended questions assessed barriers to accessing support and desired supports. Sexual/gender diverse students reported greater depressive symptoms than cisgender heterosexual students. Students without stressful childhood or current financial situations had lower depression and anxiety scores than their peers that experienced stressful financial situations, respectively. Formal support was more commonly accessed off-campus than on-campus in the past year. Differences in past-year support access were found by gender/sexuality, financial stress, age and race/ethnicity. Availability/scheduling was the most reported barrier to accessing campus-based services. Financial concerns were a common challenge and area for desired support. Implementing developmentally specific mental health support catering to the demands of this life period is necessary.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".