CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

A. RELATED LITERATURE

Mental health is defined as a state

of harmony among emotional,
social, and psychological well-
being
[6,19,20]. World Health
Organization [21] d e fined mental
health as a state of well-being in
which individuals
use their potentials to perform their
duties properly, use the coping
skills to deal with the stressors of
life, and
become an influential member of
his community. Hence, mental
health is not merely the absence of
mental
illness. World Health Organization
[21] estimated that in a year, one
out of four adolescents aged 12 to
24 suffers from a mental health
problem such as depression and
schizophrenia. Many other studies
also
confirmed that mental health issues
generally started at a young age
and later in life [22–26].
Unfortunately, these people are
ignored and got less attention for
receiving mental health services.
In
particular, university students
made up the largest group of
young people suffering from
mental health
problems such as depression,
anxiety, suicidal attempts, and
non-suicidal self-injury [27,28].
Academic
stress, financial issues, reliance on
others and career ambitions, and
the competitive environment made
students more vulnerable to these
mental health problems, resulting
in morbidity and psychological
exhaustion [29,30]. Drum et al.
[31] conducted a study on 26,000
students from 70 colleges and
universities. Its results revealed
that mental health problems such
as suicidal thoughts, intent, and
actions
influence students’ professional
and personal lives. On the
professional front, it includes poor
academic
performance, dishonesty, lack of
compassion, and morality, whereas
personally, students suffer from
edgy
relationships, drug abuse, and poor
physical health [32,33]. It has been
established through different
studies that mental health problem
among students leads to many
physical, emotional and social
disturbances [34]. These problems
include low self-esteem, poor
sleep, poor management skills, loss
of
appetite, etc., contributing to poor
academic performance [35–37].
The literature widely recognized
that students who had mental
difficulties or disabilities, either
treated or
untreated, experience lower grade
point average (GPAs) and more
drop out than other students [5–7].
Students with mental health
problems have a higher probability
of developing a life-long mental
disorder
due to delays in acquiring the
required skill for a successful life
[38–40]. Suppose the education
system
does not teach students how to
manage themselves during
stressful situations. In that case,
this will create
hurdles for students to cope with
the transition from college to a
university, leading to mental health
problems among students [41,42].
Moreover, the absence of stress
management skills and proper
support
systems makes students stop taking
classes, failing to get course
requirements, and finally leaving
the
degree. Therefore, students with
low academic performance report
stress, insomnia, loneliness, low
self-
esteem, and adjustment [43,44].
Most of the research related to
university students pay attention to
mental disorders, not mental
problems, as university life is a
transitory time where many
students experience mental issues
that do not
meet the full mental illness criteria
[45,46]. It may be unreasonable to
analyze them as having mental
disorders by remembering the
changing interest and pressures.
Additionally, the predominance
rate is
remarkably shifted due to various
evaluation procedures, different
cut off points focuses on deciding
the
seriousness, and distinctive
operational meaning of mental
health issues. Regardless of all
these
methodological issues, the reality
remains that a substantial
proportion of university students
suffer from
severe mental health problems that
may affect their normal
functioning
Mental health is defined as a state
of harmony among emotional,
social, and psychological well-
being
[6,19,20]. World Health
Organization [21] d e fined mental
health as a state of well-being in
which individuals
use their potentials to perform their
duties properly, use the coping
skills to deal with the stressors of
life, and
become an influential member of
his community. Hence, mental
health is not merely the absence of
mental
illness. World Health Organization
[21] estimated that in a year, one
out of four adolescents aged 12 to
24 suffers from a mental health
problem such as depression and
schizophrenia. Many other studies
also
confirmed that mental health issues
generally started at a young age
and later in life [22–26].
Unfortunately, these people are
ignored and got less attention for
receiving mental health services.
In
particular, university students
made up the largest group of
young people suffering from
mental health
problems such as depression,
anxiety, suicidal attempts, and
non-suicidal self-injury [27,28].
Academic
stress, financial issues, reliance on
others and career ambitions, and
the competitive environment made
students more vulnerable to these
mental health problems, resulting
in morbidity and psychological
exhaustion [29,30]. Drum et al.
[31] conducted a study on 26,000
students from 70 colleges and
universities. Its results revealed
that mental health problems such
as suicidal thoughts, intent, and
actions
influence students’ professional
and personal lives. On the
professional front, it includes poor
academic
performance, dishonesty, lack of
compassion, and morality, whereas
personally, students suffer from
edgy
relationships, drug abuse, and poor
physical health [32,33]. It has been
established through different
studies that mental health problem
among students leads to many
physical, emotional and social
disturbances [34]. These problems
include low self-esteem, poor
sleep, poor management skills, loss
of
appetite, etc., contributing to poor
academic performance [35–37].
The literature widely recognized
that students who had mental
difficulties or disabilities, either
treated or
untreated, experience lower grade
point average (GPAs) and more
drop out than other students [5–7].
Students with mental health
problems have a higher probability
of developing a life-long mental
disorder
due to delays in acquiring the
required skill for a successful life
[38–40]. Suppose the education
system
does not teach students how to
manage themselves during
stressful situations. In that case,
this will create
hurdles for students to cope with
the transition from college to a
university, leading to mental health
problems among students [41,42].
Moreover, the absence of stress
management skills and proper
support
systems makes students stop taking
classes, failing to get course
requirements, and finally leaving
the
degree. Therefore, students with
low academic performance report
stress, insomnia, loneliness, low
self-
esteem, and adjustment [43,44].
Most of the research related to
university students pay attention to
mental disorders, not mental
problems, as university life is a
transitory time where many
students experience mental issues
that do not
meet the full mental illness criteria
[45,46]. It may be unreasonable to
analyze them as having mental
disorders by remembering the
changing interest and pressures.
Additionally, the predominance
rate is
remarkably shifted due to various
evaluation procedures, different
cut off points focuses on deciding
the
seriousness, and distinctive
operational meaning of mental
health issues. Regardless of all
these
methodological issues, the reality
remains that a substantial
proportion of university students
suffer from
severe mental health problems that
may affect their normal
functioning
Mental health is defined as a state
of harmony among emotional,
social, and psychological well-
being
[6,19,20]. World Health
Organization [21] d e fined mental
health as a state of well-being in
which individuals
use their potentials to perform their
duties properly, use the coping
skills to deal with the stressors of
life, and
become an influential member of
his community. Hence, mental
health is not merely the absence of
mental
illness. World Health Organization
[21] estimated that in a year, one
out of four adolescents aged 12 to
24 suffers from a mental health
problem such as depression and
schizophrenia. Many other studies
also
confirmed that mental health issues
generally started at a young age
and later in life [22–26].
Unfortunately, these people are
ignored and got less attention for
receiving mental health services.
In
particular, university students
made up the largest group of
young people suffering from
mental health
problems such as depression,
anxiety, suicidal attempts, and
non-suicidal self-injury [27,28].
Academic
stress, financial issues, reliance on
others and career ambitions, and
the competitive environment made
students more vulnerable to these
mental health problems, resulting
in morbidity and psychological
exhaustion [29,30]. Drum et al.
[31] conducted a study on 26,000
students from 70 colleges and
universities. Its results revealed
that mental health problems such
as suicidal thoughts, intent, and
actions
influence students’ professional
and personal lives. On the
professional front, it includes poor
academic
performance, dishonesty, lack of
compassion, and morality, whereas
personally, students suffer from
edgy
relationships, drug abuse, and poor
physical health [32,33]. It has been
established through different
studies that mental health problem
among students leads to many
physical, emotional and social
disturbances [34]. These problems
include low self-esteem, poor
sleep, poor management skills, loss
of
appetite, etc., contributing to poor
academic performance [35–37].
The literature widely recognized
that students who had mental
difficulties or disabilities, either
treated or
untreated, experience lower grade
point average (GPAs) and more
drop out than other students [5–7].
Students with mental health
problems have a higher probability
of developing a life-long mental
disorder
due to delays in acquiring the
required skill for a successful life
[38–40]. Suppose the education
system
does not teach students how to
manage themselves during
stressful situations. In that case,
this will create
hurdles for students to cope with
the transition from college to a
university, leading to mental health
problems among students [41,42].
Moreover, the absence of stress
management skills and proper
support
systems makes students stop taking
classes, failing to get course
requirements, and finally leaving
the
degree. Therefore, students with
low academic performance report
stress, insomnia, loneliness, low
self-
esteem, and adjustment [43,44].
Most of the research related to
university students pay attention to
mental disorders, not mental
problems, as university life is a
transitory time where many
students experience mental issues
that do not
meet the full mental illness criteria
[45,46]. It may be unreasonable to
analyze them as having mental
disorders by remembering the
changing interest and pressures.
Additionally, the predominance
rate is
remarkably shifted due to various
evaluation procedures, different
cut off points focuses on deciding
the
seriousness, and distinctive
operational meaning of mental
health issues. Regardless of all
these
methodological issues, the reality
remains that a substantial
proportion of university students
suffer from
severe mental health problems that
may affect their normal
functioning
Mental health is defined as a state
of harmony among emotional,
social, and psychological well-
being
[6,19,20]. World Health
Organization [21] d e fined mental
health as a state of well-being in
which individuals
use their potentials to perform their
duties properly, use the coping
skills to deal with the stressors of
life, and
become an influential member of
his community. Hence, mental
health is not merely the absence of
mental
illness. World Health Organization
[21] estimated that in a year, one
out of four adolescents aged 12 to
24 suffers from a mental health
problem such as depression and
schizophrenia. Many other studies
also
confirmed that mental health issues
generally started at a young age
and later in life [22–26].
Unfortunately, these people are
ignored and got less attention for
receiving mental health services.
In
particular, university students
made up the largest group of
young people suffering from
mental health
problems such as depression,
anxiety, suicidal attempts, and
non-suicidal self-injury [27,28].
Academic
stress, financial issues, reliance on
others and career ambitions, and
the competitive environment made
students more vulnerable to these
mental health problems, resulting
in morbidity and psychological
exhaustion [29,30]. Drum et al.
[31] conducted a study on 26,000
students from 70 colleges and
universities. Its results revealed
that mental health problems such
as suicidal thoughts, intent, and
actions
influence students’ professional
and personal lives. On the
professional front, it includes poor
academic
performance, dishonesty, lack of
compassion, and morality, whereas
personally, students suffer from
edgy
relationships, drug abuse, and poor
physical health [32,33]. It has been
established through different
studies that mental health problem
among students leads to many
physical, emotional and social
disturbances [34]. These problems
include low self-esteem, poor
sleep, poor management skills, loss
of
appetite, etc., contributing to poor
academic performance [35–37].
The literature widely recognized
that students who had mental
difficulties or disabilities, either
treated or
untreated, experience lower grade
point average (GPAs) and more
drop out than other students [5–7].
Students with mental health
problems have a higher probability
of developing a life-long mental
disorder
due to delays in acquiring the
required skill for a successful life
[38–40]. Suppose the education
system
does not teach students how to
manage themselves during
stressful situations. In that case,
this will create
hurdles for students to cope with
the transition from college to a
university, leading to mental health
problems among students [41,42].
Moreover, the absence of stress
management skills and proper
support
systems makes students stop taking
classes, failing to get course
requirements, and finally leaving
the
degree. Therefore, students with
low academic performance report
stress, insomnia, loneliness, low
self-
esteem, and adjustment [43,44].
Most of the research related to
university students pay attention to
mental disorders, not mental
problems, as university life is a
transitory time where many
students experience mental issues
that do not
meet the full mental illness criteria
[45,46]. It may be unreasonable to
analyze them as having mental
disorders by remembering the
changing interest and pressures.
Additionally, the predominance
rate is
remarkably shifted due to various
evaluation procedures, different
cut off points focuses on deciding
the
seriousness, and distinctive
operational meaning of mental
health issues. Regardless of all
these
methodological issues, the reality
remains that a substantial
proportion of university students
suffer from
severe mental health problems that
may affect their normal
functioning
Mental health is defined as a state
of harmony among emotional,
social, and psychological well-
being
[6,19,20]. World Health
Organization [21] d e fined mental
health as a state of well-being in
which individuals
use their potentials to perform their
duties properly, use the coping
skills to deal with the stressors of
life, and
become an influential member of
his community. Hence, mental
health is not merely the absence of
mental
illness. World Health Organization
[21] estimated that in a year, one
out of four adolescents aged 12 to
24 suffers from a mental health
problem such as depression and
schizophrenia. Many other studies
also
confirmed that mental health issues
generally started at a young age
and later in life [22–26].
Unfortunately, these people are
ignored and got less attention for
receiving mental health services.
In
particular, university students
made up the largest group of
young people suffering from
mental health
problems such as depression,
anxiety, suicidal attempts, and
non-suicidal self-injury [27,28].
Academic
stress, financial issues, reliance on
others and career ambitions, and
the competitive environment made
students more vulnerable to these
mental health problems, resulting
in morbidity and psychological
exhaustion [29,30]. Drum et al.
[31] conducted a study on 26,000
students from 70 colleges and
universities. Its results revealed
that mental health problems such
as suicidal thoughts, intent, and
actions
influence students’ professional
and personal lives. On the
professional front, it includes poor
academic
performance, dishonesty, lack of
compassion, and morality, whereas
personally, students suffer from
edgy
relationships, drug abuse, and poor
physical health [32,33]. It has been
established through different
studies that mental health problem
among students leads to many
physical, emotional and social
disturbances [34]. These problems
include low self-esteem, poor
sleep, poor management skills, loss
of
appetite, etc., contributing to poor
academic performance [35–37].
The literature widely recognized
that students who had mental
difficulties or disabilities, either
treated or
untreated, experience lower grade
point average (GPAs) and more
drop out than other students [5–7].
Students with mental health
problems have a higher probability
of developing a life-long mental
disorder
due to delays in acquiring the
required skill for a successful life
[38–40]. Suppose the education
system
does not teach students how to
manage themselves during
stressful situations. In that case,
this will create
hurdles for students to cope with
the transition from college to a
university, leading to mental health
problems among students [41,42].
Moreover, the absence of stress
management skills and proper
support
systems makes students stop taking
classes, failing to get course
requirements, and finally leaving
the
degree. Therefore, students with
low academic performance report
stress, insomnia, loneliness, low
self-
esteem, and adjustment [43,44].
Most of the research related to
university students pay attention to
mental disorders, not mental
problems, as university life is a
transitory time where many
students experience mental issues
that do not
meet the full mental illness criteria
[45,46]. It may be unreasonable to
analyze them as having mental
disorders by remembering the
changing interest and pressures.
Additionally, the predominance
rate is
remarkably shifted due to various
evaluation procedures, different
cut off points focuses on deciding
the
seriousness, and distinctive
operational meaning of mental
health issues. Regardless of all
these
methodological issues, the reality
remains that a substantial
proportion of university students
suffer from
severe mental health problems that
may affect their normal
functioning
Mental health is defined as a state
of harmony among emotional,
social, and psychological well-
being
[6,19,20]. World Health
Organization [21] d e fined mental
health as a state of well-being in
which individuals
use their potentials to perform their
duties properly, use the coping
skills to deal with the stressors of
life, and
become an influential member of
his community. Hence, mental
health is not merely the absence of
mental
illness. World Health Organization
[21] estimated that in a year, one
out of four adolescents aged 12 to
24 suffers from a mental health
problem such as depression and
schizophrenia. Many other studies
also
confirmed that mental health issues
generally started at a young age
and later in life [22–26].
Unfortunately, these people are
ignored and got less attention for
receiving mental health services.
In
particular, university students
made up the largest group of
young people suffering from
mental health
problems such as depression,
anxiety, suicidal attempts, and
non-suicidal self-injury [27,28].
Academic
stress, financial issues, reliance on
others and career ambitions, and
the competitive environment made
students more vulnerable to these
mental health problems, resulting
in morbidity and psychological
exhaustion [29,30]. Drum et al.
[31] conducted a study on 26,000
students from 70 colleges and
universities. Its results revealed
that mental health problems such
as suicidal thoughts, intent, and
actions
influence students’ professional
and personal lives. On the
professional front, it includes poor
academic
performance, dishonesty, lack of
compassion, and morality, whereas
personally, students suffer from
edgy
relationships, drug abuse, and poor
physical health [32,33]. It has been
established through different
studies that mental health problem
among students leads to many
physical, emotional and social
disturbances [34]. These problems
include low self-esteem, poor
sleep, poor management skills, loss
of
appetite, etc., contributing to poor
academic performance [35–37].
The literature widely recognized
that students who had mental
difficulties or disabilities, either
treated or
untreated, experience lower grade
point average (GPAs) and more
drop out than other students [5–7].
Students with mental health
problems have a higher probability
of developing a life-long mental
disorder
due to delays in acquiring the
required skill for a successful life
[38–40]. Suppose the education
system
does not teach students how to
manage themselves during
stressful situations. In that case,
this will create
hurdles for students to cope with
the transition from college to a
university, leading to mental health
problems among students [41,42].
Moreover, the absence of stress
management skills and proper
support
systems makes students stop taking
classes, failing to get course
requirements, and finally leaving
the
degree. Therefore, students with
low academic performance report
stress, insomnia, loneliness, low
self-
esteem, and adjustment [43,44].
Most of the research related to
university students pay attention to
mental disorders, not mental
problems, as university life is a
transitory time where many
students experience mental issues
that do not
meet the full mental illness criteria
[45,46]. It may be unreasonable to
analyze them as having mental
disorders by remembering the
changing interest and pressures.
Additionally, the predominance
rate is
remarkably shifted due to various
evaluation procedures, different
cut off points focuses on deciding
the
seriousness, and distinctive
operational meaning of mental
health issues. Regardless of all
these
methodological issues, the reality
remains that a substantial
proportion of university students
suffer from
severe mental health problems that
may affect their normal
functioning
Mental health is defined as a state of harmony among emotional, social, and psychological well-being.
World Health Organization defined mental health as a state of well-being in which individuals use their
potentials to perform their duties properly, use the coping skills to deal with the stressors of life, and
become an influential member of his community. Hence, mental health is not merely the absence of
mental illness. World Health Organization estimated that in a year, one out of four adolescents aged 12
to suffers from a mental health problem such as depression and schizophrenia. Many other studies also
confirmed that mental health issues generally started at a young age and later in life Unfortunately,
these people are ignored and got less attention for receiving mental health services.

In particular, university students made up the largest group of young people suffering from mental
health problems such as depression, anxiety, suicidal attempts, and non-suicidal self-injury. Academic
stress, financial issues, reliance on others and career ambitions, and the competitive environment made
students more vulnerable to these mental health problems, resulting in morbidity and psychological
exhaustion. Drum et al. conducted a study on 26,000 students from 70 colleges and universities. Its
results revealed that mental health problems such as suicidal thoughts, intent, and actions influence
students ‘professional and personal lives. On the professional front, it includes poor academic
performance, dishonesty, lack of compassion, and morality, whereas personally, students suffer from
edgy relationships, drug abuse, and poor physical health. It has been established through different
studies that mental health problem among students leads to many physical, emotional and social
disturbances. These problems include low self-esteem, poor sleep, poor management skills, loss of
appetite, etc., contributing to poor academic performance.

The literature widely recognized that students who had mental difficulties or disabilities, either treated
or untreated, experience lower grade point average (GPAs) and more drop out than other students.
Students with mental health problems have a higher probability of developing a life-long mental
disorder due to delays in acquiring the required skill for a successful life. Suppose the education system
does not teach students how to manage themselves during stressful situations. In that case, this will
create hurdles for students to cope with the transition from college to a university, leading to mental
health problems among students. Moreover, the absence of stress management skills and proper
support systems makes students stop taking classes, failing to get course requirements, and finally
leaving the degree. Therefore, students with low academic performance report stress, insomnia,
loneliness, low self-esteem, and adjustment.

Beckett et al. (2009) examined structuring out-of-school time to improve academicachievement. Out-of-
school time programs can enhance academic achievement by helpingstudents learn outside the
classroom. The purpose of the practice guide was to providerecommendations for organizing and
delivering school-based out-of-school time programs toimprove the academic achievement of student
participants. It was recommended that align theout-of-school time program academically with the
school day; maximize student participationand attendance; adapt instruction to individual and small
group needs; provide engaging learning experiences; and assess program performance and use the
results to improve the quality of the program. The guide also described the research supporting each
recommendation, how to carry out each recommendation, and how to address roadblocks that might
arise in implementing them. Thomas et al. (2009) studied the promoting academic achievement and the
role of racial identity in buffering perceptions of teacher discrimination on academic achievement
among African American and Caribbean black adolescents. The authors examined the moderating
effects of different dimensions racial identity (i.e., racial centrality and public regard) on perceptions of
teacher discrimination and academic achievement among a nationally represented sample of African
American and Caribbean black adolescents. The findings revealed that perceived teacher discrimination
was negatively related to academic achievement for both African American and Caribbean black youth.
In addition, high racial centrality and low public regard buffered the negative consequences of high
levels of perceived teacher discrimination on academic achievement among adolescents. Lai et al.
(2009) investigated the adverse effects of parents' school selection errors on academic achievement.
One major concern with public school open enrolment programs waste potential for parents' school
selection errors to adversely affect their children's academic achievement. In this study of the Beijing
middle school open enrolment program, the estimate the degree to which children's school outcomes
were negatively affected by the poor choices their parents was made during the school selection
process. It was found that the children of parents who made judgment errors in school selection were
admitted to lower quality schools and achieved lower test scores on the high school entrance
examination. Parents who had less education, whose children performed at lower levels in primary
school, and who were lessattentive to teachers' opinions about schools were more prone to make these
errors. Providing assistance to parents, especially those less prepared to make informed choices about
schools election, was consequently important for supporting more efficient and equitable open
enrolment program. Kitsantas et al. (2009) studied college students' homework and academic
achievement: the mediating role of self-regulatory beliefs. The influence of homework experiences on
students' academic grades was studied with 223 college students. Students ‘self-efficacy for learning and
perceived responsibility beliefs were included as mediating variables in this research. The students'
homework influenced their achievement indirectly viathese two self-regulatory beliefs as well as
directly. Self-efficacy for learning, although

  Review of Related Literature

81

moderately correlated with perceptions of responsibility, predicted course grades morestrongly than the
latter variable. No gender differences were found for any of the variables