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ERIC Number: ED577438
Record Type: Non-Journal
Publication Date: 2017
Pages: 154
Abstractor: As Provided
ISBN: 978-0-3551-0080-8
Mental Health and Academic Performance among Associate Degree Nursing Students at a Technical College
Kliminski, Kerri
ProQuest LLC, Ed.D. Dissertation, Edgewood College
The purpose of this non-experimental cross-sectional quantitative study was to examine the relationship between mental health and academic performance among associate degree nursing (ADN) students at a Midwest technical college by identifying incidence of positive mental health, mental illness symptoms/distress, and mental illness; the relationship of mental illness with grade point average (GPA) and student perceptions of academic performance; the relationship between mental health measured on Keyes's continuum from flourishing to languishing with GPA and student academic performance perception. The on-line survey tool combined Keyes's Mental Health Continuum-Short Form, select mental health items from the ACHA-NCHA II and researcher defined questions measuring academic performance perception. It was distributed to 378 ADN students with a response rate of 40% (n = 149). The majority of nursing students self-reported diagnosed mental illness (n = 92, 62%) and/or psychopathology. Related to positive mental health diagnosis, 86 students were flourishing, 56 moderate, and 7 languishing. Forty-two students were completely mentally healthy as defined by absence of mental illness and flourishing mental health and 7 students were completely mentally ill defined as presence of a mental illness and languishing mental health based on Keyes's Dual Continuum Model of Mental Health and Mental Illness. Data analysis revealed students with mental illness were performing similarly academically to students without mental illness as evidenced by high GPA; however, students with mental illness and deficits in positive mental health reported higher academic performance impairment related to persistence, assignment/test/course grades, alertness/attentiveness, memory/executive functioning, and peer interaction/comparison. Recommendations focus on building faculty capacity related to knowledge and responsiveness to students experiencing mental illness or psychological distress. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A