A grounded Theory Investigation of Self-Identified Female Students' Mental Health Perception, Mental Health Factors, and Help-Seeking Behaviour
Bibliographic record
Abstract
Abstract\nThe 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 wellbeing, socioeconomic factors, social and societal influences on students’ wellbeing, holistic wellbeing 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.
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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 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| 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".