RESEARCH ON UNDERSTANDING MENTAL HEALTH OF

THE ASSAM ROYAL GLOBAL UNIVERSITY STUDENTS

A report submitted in partial fulfilment of the requirements for the degree of
BACHELOR OF BUSINESS ADMINISTRATION

PREPARED BY: INSTITUTIONAL GUIDE:

TISHA AGARWAL DR. PAYEL CHAUDHURI
BBA 4th SEM ASSISTANT PROFESSOR
212031073 ROYAL SCHOOL OF BUSINESS
2021-2024

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 DECLARATION

I, Tisha Agarwal, bearing Roll no. 212031073, a student of Bachelor of

Business Administration under Royal School of Business, hereby declare that
this 4th (four) Semester Project Report entitled “Research on Understanding
Mental Health of The Assam Royal Global University” is a bona fide project
work undertaken by me, during the period of March 2023 to May 2023, as
partial fulfilment of the requirements of the degree of Bachelor of Business
Administration of The Assam Royal Global University, Guwahati.

Further, I declare that this report has not been submitted by me elsewhere for
the award of any degree/diploma/certificate and not linked to any other
qualification.

DATE: 31-05-2023 REGISTRATION NO.: 1210317

PLACE: GUWAHATI ROLL NO.: 212031073

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 ACKNOWLEDGEMENT

I take the opportunity to express my sincere gratitude to all those who supported
me throughout this project/dissertation work. I am thankful for their aspiring
guidance, invaluably constructive criticism and friendly advice during the
project work.

I convey my special thanks to my Faculty Guide and other faculty members for
there kind support in the successful completion of my project/dissertation. I
would also like to thank all the respondents for agreeing to participate in the
survey for the successful completion of our project/dissertation.

Thank you.

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 TABLE OF CONTENTS

S.NO. CONTENTS PAGE NUMBER

1. INTRODUCTION 8-9

1.1 PROBLEM STATEMENT

1.2 RESEARCH OBJECTIVES

2. LITERATURE REVIEW 10-11

3. RESEARCH METHODOLOGY 12-13

3.1 RESEARCH DESIGN

3.2 POPULATION OF THE STUDY
3.3 SAMPLING PLAN
3.4 DATA COLLECTION
3.5 RELIABILITY TEST
3.6 ETHICAL CONSIDERATION

4. DATA ANALYSIS AND INTERPRETATION 14-28

4.1 DEMOGRAPHIC ANALYSIS
4.2 OBJECTIVE ANALYSIS
4.3 PIVOT ANALYSIS

5. FINDINGS AND CONCLUSIONS 29-38

5.1 FINDINGS
5.2 CONCLUSION
5.3 REFERENCES
5.4 APPENDIX
5.4.1 QUESTIONNAIRE
5.4.2 CODING

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 LIST OF FIGURES AND TABLES
FIGURES AND TABLES PAGE NUMBER
Table 4.1.1: Frequency of Age of 14
Respondents

Table 4.2.1: Students response to 15

experiencing anxiety during last semester

Table 4.2.2: Students response towards 15

feeling stressed during the academic year

Table 4.2.3: Frequency of students feeling 16

overwhelmed due to workloads and
academic responsibilities

Table 4.2.4: Students responses for feeling 17

lonely or isolated during academic year

Table 4.2.5: Frequency of students feeling 17

depressed during their time at university

Table 4.2.6: Frequency of students who does 18

or does not have someone to talk to about
their mental health

Table 4.2.7: Students response to whether 19

the university provide enough support for the
students facing mental health issues

Table 4.2.8: Frequency of students whether 20

they took any help from mental health
professionals during their time in university

Table 4.2.9: Students response to whether 21

the university provides enough guidance to
manage stress and mental health challenges

Table 4.2.10: Frequency of students felt 22

discriminated based on their mental health
experience at university

Table 4.3.1: Frequency of students feeling 23

lonely and experiencing anxiety during the
academic year

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Table 4.3.1(a): Percentage of students 23
feeling lonely and experiencing anxiety
during the academic year
Table 4.3.2: Frequency of students feeling 24
stressed and overwhelmed due to workload
during the academic year
Table 4.3.2(a): Percentage of students 24
feeling stressed and overwhelmed due to
workload during the academic year
Table 4.3.3: Frequency of students response
25
on whether the university provide enough
support and guidance to manage mental
health

Table 4.3.3(a): Percentage of students

26
response on whether the university provide
enough support and guidance to manage
mental health

Table 4.3.4: Frequency of whether the

26
students have someone to talk to or sought
any help from mental health professionals
during the time in university

Table 4.3.4(a): Percentage of whether the

27
students have someone to talk to or sought
any help from mental health professionals
during the time in university

Table 4.3.5: Frequency of students

27
experiencing depression and feeling
discriminated during their time in university

Table 4.3.5(a): Percentage of students

28
experiencing depression and feeling
discriminated during their time in university

Figure 4.1.1: Age of respondents 14

Figure 4.2.1: Students responses to
experiencing anxiety during last semester 15

Figure 4.2.2: Students response towards 16

feeling stressed during the academic year

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Figure 4.2.3: Frequency of students feeling 16
overwhelmed due to workloads and
academic responsibilities
Figure 4.2.4: Students responses for feeling 17
isolated or lonely during the academic year
Figure 4.2.5: Frequency of students feeling
18
depressed during their time at university

Fig 4.2.6: Frequency of students who does or

19
does not have someone to talk to about their
mental health

Fig 4.2.7: Students response to whether the

20
university provide enough support for the
students facing mental health issues

Fig 4.2.8: Frequency of students whether

21
they took any help from mental health
professionals during their time in university

Fig 4.2.9: Students response to whether the

22
university provides enough guidance to
manage stress and mental health challenges

Fig 4.2.10: Frequency of students felt

23
discriminated based on their mental health at
university

Fig 4.3.1: Frequency of students feeling

24
lonely and experiencing anxiety during the
academic year

Fig 4.3.2: Frequency of students feeling

25
stressed and overwhelmed due to workload
during the academic year

Fig 4.3.3: Frequency of students response on

26
whether the university provide enough
support and guidance to the students

Fig 4.3.4: Frequency of whether the students

27
have someone to talk and take help from
mental health professionals

Fig 4.3.5: Frequency of students

28
experiencing depression and felt
discriminated during the time in university

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CHAPTER 1: INTRODUCTION
Mental health issues have become a major concern among University students. With the
growing pressure to excel academically, maintain social relationships and manage personal
finances, it is no surprise that students are increasingly experiencing stress, anxiety,
depression, and other mental health challenges. These issues, if left unaddressed, can have
serious implications on their academic performance and overall quality of life. My research
report aims to shed light on the mental health challenges faced by University students, the
underlying causes and the various interventions that can help mitigate these challenges.
The most prevalent mental disorders among university students are:
a) Depression: It is the most commonly diagnosed mental illness among university
students. Depressive symptoms led to poorer academic performances among affected
students and increased vulnerability for experiencing additional mantal health
problems, including “anxiety, intrusive thoughts, and sleep disturbances.”
b) Anxiety: It is widely prevalent and one of the most common types of mental health
among university students. The major causes of the anxiety were found to be
associated with the condensed academic courses, failures, and emotional factors
during the 6 months preceding the study. It can lead to suicidal ideation, substance
abuse, physical illness, risky sexual behavior, and it has a negative impact on the
cognitive and learning abilities among university students.
c) Stress: Although stress is not classified or identified as a mental disease, it is
considered one of the most risk factors that leads or associate with mental illness
among university students because they have to deal with a vast range of different
academic, social, and personal challenges. The major factors associated with
perceived stress among students are long hours of study, examinations and very tight
time schedules, psychological and family issues, lack of entertainment in the campus;
and the education system itself.

1.1. PROBLEM STATEMENT:

Mental health problems are difficult experiences that make it harder for the students to get on
with their lives. This includes – sadness, hopelessness, fear, physical ill-health, etc. Many
students feel tense, worried, and afraid about their grades. Students face academic pressure,
family problems, which lead them to take unnecessary steps such as use of alcohol, drugs,
smoke, etc. Because the transition from being a high school student to being a university
student is a stressful or very challenging students struggle to deal with social, intellectual
obstacles of university studies. Some students whose home are far from university or who
live in hostel face the problem of dormitory life, study stress, unhealthy eating habit, sleeping
problems, etc. Mental health issues can lead to long-term psychological and physical health
problems. Despite the high prevalence of mental health concerns among the university
students, many of them do not seek help.
What do we need to find to solve this problem?

• Make the students aware of mental health issues.

• Concentrate on smaller parts of mental health rather than going to broader terms.

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 • Prepare questionnaire and surveys among the university students to understand their
health.
• Explore and better understand the factors that lead to poor mental health in students.

1.2. RESEARCH OBJECTIVES:

❖ To find the perception of the students about mental health.
❖ To identify factors associated with mental health of students in higher educations.
❖ To explore the support available to the students for mental health issues.

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CHAPTER 2: LITERATURE REVIEW
❖ Nadini Persaud and Indeira Persaud (2016), conducted study regarding the
relationship between demographics and stress levels, stressors and coping
mechanisms. The research findings of this study revealed that there was no significant
difference in academic stress of average and low I.Q. students. There was significant
difference in academic stress among male and female students. The findings were also
suggestive of that there was no significant difference in academic stress among
students from the institutions which were situated either in rural or urban areas and
there was no significant difference among the students studying in government or
private senior secondary. This study findings reveals that the financial problem and
family problem were the common factors of stress.
❖ Manasa Godati et al (2015), in their study regarding Emotional intelligence and
academic stress among adolescent boys and girls, stated that they selected 100
subjects to study the aspect by using non-experimental comparative study design. The
study findings were indicative of that there was no statistically significant difference
of emotional intelligence and academic stress. Also, further the study findings
revealed that there was no statistically significant association between emotional
intelligence and level of academic stress with demographic variables such as age,
gender, area of residence, religion, medium of instruction and such others.
❖ H.D.W.T.Damayanthi (2014), stated in her study in relation to perceived stressors
among undergraduate students stated that the highest mean score of the symptoms of
stress were having trouble concentrating on what they are doing and unable to stop
thinking about their concern at night or on weekends long enough to feel relaxed and
refreshed the next day. The importance of maintaining proper academic environment
for better learning. Also, the university has the responsibility to address probable
sources of stress effectively to promote health being of the students.
❖ Pariat et al,(2014), conducted a study on levels of stress among college students. The
study findings were suggestive of from academic stressors, family expectations and
teacher’s expectations contributed major stress. The social stressors included were
adjusting and maintaining the romantic relationships. The financial stressors
contributed to stress were, parents control the money spend not getting financial
support from family for pursuing studies for paying mobile bill and internet expenses.
studies, trouble in managing a budget, insufficient money to pay the mobile bill and
internet bill. The coping strategies used included both negative and positive. positive
strategies were listening to music, watching television, sleeping, pursuing hobbies or
interests Talking to parents and family members. Negative coping techniques included
spending more time on social networking, smoking, consuming alcohol and drugs.
This means the students need help, guidance and support to manage their stress.
❖ Wubshet Estifanous Madebo et al (2016), in their study discussed that excessive
stress causes physical and mental health problems, which may lead to either negative
effect or reduction in the students academic performance and their professional
development. This study was conducted with an aim to identify the stress level and
stress causing factors. The researchers used cross sectional design of research both by
adopting quantitative and qualitative methods. The data was collected through
stratified random sampling technique with utilization of structured pre-tested
questionnaire. The findings suggested that perceived stress level was31.09 which
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exceeded the SD =8.91 and this was indicative of the stress level was significantly
higher in the study samples.it further discussed that gender, pocket money, social
support and relationship with their classmate, physical problems and substance use
were the factors which contributed stress among study group.

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CHAPTER 3: RESEARCH METHODOLOGY
Research Methodology is a systematic framework for research. It helps researcher to have a
step wise process during the research. It is a path through which researcher will be
conducting the research, this part of the research formulates the research methods that were
used during the research process. We look at the many processes that a researcher takes to
investigate his or her topic, as well as the reasoning behind them. As a result, when we talk
about research methodology, we not only mean the research techniques, but also consider the
logic behind the methods we use in the context of our research study. We try to explain why
we are using a particular method or not using a particular method or technique so that
research results are capable of being evaluated either by the researcher or others. It helps us
to write the research paper more systematically and designing the study inclining to the
aspect of fulfilling the research aim and objectives.
To solve the study’s process, a systematic procedure is being followed. The study was carried
out using the following approaches.

3.1. Research Design

The main reason behind conducting this research is to find out the students perspective
towards university roles for mental health concerns. This research is quantitative in nature.
• Descriptive Research is a research method that focuses on “what” of the research
subject than the “why” of the research subject.
• It entails the systematic gathering of data from respondents with the goal of better
understanding the elements of the behavior of the target population. It can serve as a
formulation for making decisions and providing accurate descriptions.

3.2. Population of the study

o The students of Royal Global University.

3.3. Sampling Plan

o Sampling Technique
o Convenience Sampling: It is a method of collecting samples by taking
samples that are conveniently location. The data is collected from the students
of RGU to whom the researcher had most convenient access.
o Sample size
o As there were no restrictions to any participants to be a part of the research so,
among all the university students 37 of them fully participated in the research.
o Sample Unit
o The students of Royal Global University of age group 15-25. The sample
consisted of all male, female, and others.

3.4. Data Collection

➢ Data collection method

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 o Survey: A survey is a procedure that comprises questionnaires and interviews
with a sample population with the goal of gathering information about the
broader population, such as opinions or facts.
o The set of questionnaire was prepared in google form and sent to the
respondents via Internet, which prevented biasness.
o The data collected is valuable and helped in meeting the objective of the
research.
o The survey was done for the present study on the university students from all
the departments of the university.
➢ Survey Method
o Sample Survey
➢ Types of Data Collected
o Primary Data: Primary data is information gathered directly through questionnaires.
It was more reliable and had high level of confidentiality maintained during the
research.
o Secondary Data: During the research, references and citation from different other
articles, researches, etc., were taken.
➢ Data Analysis Process
o The data was extracted from google form into excel were coded for the
analysis in SPSS software, as it is a reliable source for the quantitative
analysis.
o The phase of identifying, classifying, and giving numeric values to the data
that was in a word form was done in excel and the data were given numeric
value by developing a code book where each options as well as each answers
were given different codes.
o And the final numeric data was entered in SPSS.
o The data analysis in SPSS was done through descriptive statistics and
analyzing the data in the frequency and graphical form.

3.5. Reliability Test

The result and the conclusion of this research is based on the primary data source which
was directly from the online survey taken with the students. As to make sure the data won’t
be repeated again, the aspect of using the Limit to one response during the time of google
form was selected for reliability. The whole process is conducted to make this research a
success. In this paper every detail is mentioned about the research. Also, the data analysis is
done using software and also for the aspect of reliability researcher has also taken the
references of other secondary sources. The data of the research has been brought directly
from the university students which has been collected from google form.

3.6. Ethical Consideration

Informed consent was taken in the beginning of the research. The study was confidential
in nature as the topic was sensitive and to make the participants feel reliable towards the
research, their has only been mentioned about the age of the participants and there names are
not shown during the process of the study.

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CHAPTER-4: DATA ANALYSIS AND INTERPRETATION
4.1 DEMOGRAPHIC ANALYSIS
1. FREQUENCY OF AGE OF RESPONDENTS
Table 4.1.1 Frequency of age of respondents
Age Respondents Percentage
16 1 2.43
19 5 12.19
20 19 46.34
21 9 21.95
22 6 14.63
24 1 2.43

Age of Respondents
20
18
16
14
12
10
8
6
4
2
0
16 19 20 21 22 24

Respondents

Fig 4.1.1 Age of respondents

• Interpretation: The above bar chart represents the age of respondents from
The Assam Royal Global University and here we can observe that 19
respondents of the sample size are of age 20 (46.34%) and 1 of 16 & 24
(2.43%).

4.2 OBJECTIVE ANALYSIS

❖ OBJECTIVE 1: To find the perception of the students about mental health.
❖ OBJECTIVE 2: To identify factors associated with mental health of students in
higher educations.
❖ OBJECTIVE 3: To explore the support available to the students for mental health
issues.

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1. STUDENTS RESPONSE TO EXPERIENCING ANXIETY DURING LAST
SEMESTER.
Table 4.2.1 Students response to experiencing anxiety during last semester

Responses Respondents Percentage

DAILY 9 21.95
ONCE A WEEK 7 17.07
RARELY 8 19.51
SEVERAL TIMES A WEEK 17 41.46
NEVER 0 0

Respondents
18
16
14
12
10
8
6
4
2
0
DAILY ONCE A WEEK RARELY SEVERAL TIMES A NEVER
WEEK

Fig 4.2.1 Students responses to experiencing anxiety during last semester

• Interpretation: The above chart represents the responses of the students
regarding the experience of anxiety during last semester at The Assam Royal
Global University and we can observe that 17 (41.46%) respondents had
experienced anxiety during the last semester.
2. STUDENTS REDSPONSE TOWARDS FEELING STRESSED DURING THE
ACADEMIC YEAR.
Table 4.2.2 Students response towards feeling stressed during the academic year
Responses Respondents Percentage
ALWAYS 16 39.02
OFTEN 14 34.14
SOMETIMES 9 21.95
RARELY 2 4.87
NEVER 0 0

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 Respondents
18
16
14
12
10
8
6
4
2
0
ALWAYS OFTEN SOMETIMES RARELY NEVER

Fig 4.2.2 Students response towards feeling stressed during the academic year
• Interpretation: The above chart shows responses of the students due to feeling
stressed during the academic year and from this we can depict that 39.02% of the
students feel stressed always whereas 4.87% of the students feel stressed rarely.
3. FREQUENCY OF STUDENTS FEELING OVERWHELMED DUE TO
WORKLOADS AND ACADEMIC RESPONSIBILITIES.
Table 4.2.3 Frequency of students feeling overwhelmed due to workloads and academic
responsibilities
Responses Respondents Percentage
ALWAYS 12 29.26
OFTEN 10 24.39
SOMETIMES 16 39.02
RARELY 3 7.31
NEVER 0 0

Respondents
18
16
14
12
10
8
6
4
2
0
ALWAYS OFTEN SOMETIMES RARELY NEVER

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 Fig 4.2.3 Frequency of students feeling overwhelmed due to workloads and academic
responsibilities
• Interpretation: The above chart represents the responses of the students feeling
overwhelmed due to workloads and academic pressure and from this we can observe
that 16 (39.02%) respondents face this problem sometimes and 3 (7.31%) respondents
face it rarely.
4. STUDENTS RESPONSES FOR FEELING LONELY OR ISOLATED DURING
ACADEMIC YEAR.

• Table 4.2.4 Students responses for feeling lonely or isolated during academic year
Responses Respondents Percentage
ALWAYS 7 17.07
OFTEN 13 31.70
SOMETIMES 13 31.70
RARELY 8 19.51
NEVER 0 0

Respondents
14

12

10

0
ALWAYS OFTEN SOMETIMES RARELY NEVER

Fig 4.2.4 Students responses for feeling isolated or lonely during the academic year
• Interpretation: The above chart shows the responses of the university students who
feel isolated or lonely during the academic year and from this we can observe that 13
(31.70%) students feel isolated or lonely during the academic year.
5. FREQUENCY OF STUDENTS FEELING DEPRESSED DURING THEIR TIME AT
UNIVERSITY.
Table 4.2.5 Frequency of students feeling depressed during their time at university
Responses Respondents Percentage
MULTIPLE TIMES 17 41.46

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 ONCE 3 7.31
NEVER 8 19.51
DON'T KNOW 12 29.26
PREFER NOT TO SAY 1 2.43

Respondents

18
16
14
12
10
8
6
4
2
0
MULTIPLE ONCE NEVER DON'T KNOW PREFER NOT
TIMES TO SAY

Fig 4.2.5 Frequency of students feeling depressed during their time at university
• Interpretation: The above chart shows the responses of the students of The Royal
Global University who feel depressed during their time in university and we can
observe that 17 (41.46%) students feel depressed during their time in university.
6. FREQUENCY OF STUDENTS WHO DOES OR DOES NOT HAVE SOMEONE TO
TALK TO ABOUT THEIR MENTAL HEALTH.
Table 4.2.6 Frequency of students who does or does not have someone to talk to about
their mental health
Responses Respondents
YES 25 60.97
NO 16 39.02

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 Respondents

16

25

YES NO

Fig 4.2.6 Frequency of students who does or does not have someone to talk to about
their mental health
• Interpretation: The above pie chart shows the responses of students who does or
does not have someone to talk to about their mental health concerns and from this we
can observe that 25 (60.97%) students can share their mental health concerns with
someone whereas 16 (39.02%) students don’t have anyone to share their mental
health concerns.
7. STUDENTS RESPONSE TO WHETHER THE UNIVERSITY PROVIDE ENOUGH
SUPPORT FOR THE STUDENTS FACING MENTAL HEALTH ISSUES.
Table 4.2.7 Students response to whether the university provide enough support for the
students facing mental health issues
Responses Respondents Percentage
STRONGLY AGREE 4 9.75
AGREE 7 17.07
NEUTRAL 15 36.58
DISAGREE 11 26.82
STRONGLY DISAGREE 4 9.75

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 Respondents
15
16
14
11
12
10
7
8
6 4 4
4
2
0
STRONGLY AGREE NEUTRAL DISAGREE STRONGLY
AGREE DISAGREE

Fig 4.2.7 Students response to whether the university provide enough support for the
students facing mental health issues
• Interpretation: The above bar graph shows the responses of the students to whether
the university provide enough support for the students facing mental health issues and
from this we can observe that 15 (36.58%) students gave neutral response to whether
the university provide support for students facing mental health issues.
8. FREQUENCY OF STUDENTS WHETHER THEY TOOK ANY HELP FROM
MENTAL HEALTH PROFESSIONAL DURING THEIR TIME IN UNIVERSITY.
Table 4.2.8 Frequency of students whether they took any help from mental health
professionals during their time in university

Responses Respondents Percentage

YES 4 9.75
NO 34 82.92
PREFER NOT TO SAY 3 7.31

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 Respondents

3 4

34

YES NO PREFER NOT TO SAY

Fig 4.2.8 Frequency of students whether they took any help from mental health
professionals during their time in university
• Interpretation: From the above pie chart we can observe that 34 (82.92%) students
responded no for taking help from mental health professionals during their time in
university whereas 4 (9.75%) students took help.
9. STUDENTS RESPONSE TO WHETHER THE UNIVERSITY PROVIDES
ENOUGH GUIDANCE TO MANAGE STRESS AND MENTAL CHALLENGES.
Table 4.2.9 Students response to whether the university provides enough guidance to
manage stress and mental health challenges
Responses Respondents Percentage
STRONGLY AGREE 3 7.31
AGREE 8 19.51
NEUTRAL 16 39.02
DISAGREE 10 24.39
STRONGLY DISAGREE 4 9.75

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 Respondents
18
16
14
12
10
8
6
4
2
0
STRONGLY AGREE NEUTRAL DISAGREE STRONGLY
AGREE DISAGREE

Fig 4.2.9 Students response to whether the university provides enough guidance to
manage stress and mental health challenges
• Interpretation: From the above bar graph we can observe that 16 (39.02%) students
responded neutral for whether the university provide enough guidance to manage
stress and mental health challenges and 4 (9.75%) students responded strongly
disagree for this case.
10. FREQUENCY OF STUDENTS FELT DISCRIMINATED BASED ON THEIR
MENTAL HEALTH EXPERIENCE AT UNIVERSITY.
Table 4.2.10 Frequency of students felt discriminated based on their mental health
experience at university
Responses Respondents Percentage
YES 9 21.95
NO 16 39.02
DON'T KNOW 13 31.70
MAYBE 3 7.31
PREFER NOT TO SAY 0 0

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 Respondents
16
16
13
14
12
9
10
8
6
3
4
2 0
0
YES NO DON'T KNOW MAYBE PREFER NOT
TO SAY

Fig 4.2.10 Frequency of students felt discriminated based on their mental health at
university
• Interpretation: From the above chart we can observe that 16 (39.02%) students
didn’t feel discriminated for their mental health at university whereas 9 (21.95%)
students felt it and 3 (7.31%) students are not sure about this.

4.3 PIVOT ANALYSIS

Table 4.3.1 Frequency of students feeling lonely and experiencing anxiety during the
academic year
Feeling lonely or Experiencing anxiety during last semester
isolated during
academic year Daily Once a week Rarely Several times a week
Always 2 5
Often 4 1 1 7
Rarely 1 2 5

Sometimes 2 4 2 5

Table 4.3.1(a) Percentage of students feeling lonely and experiencing anxiety during the
academic year
Feeling lonely or Experiencing anxiety during last semester
isolated during
academic year Daily Once a week Rarely Several times a week Grand Total
Always 22.22% 0.00% 0.00% 29.41% 17.07%
Often 44.44% 14.29% 12.50% 41.18% 31.71%
Rarely 11.11% 28.57% 62.50% 0.00% 19.51%
Sometimes 22.22% 57.14% 25.00% 29.41% 31.71%
Grand Total 100.00% 100.00% 100.00% 100.00% 100.00%

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 Fig 4.3.1: Frequency of students feeling lonely
and experiencing anxiety during the academic
year
8
7
6
5
4
3
2
1
0
DAILY ONCE A WEEK RARELY SEVERAL TIMES A
WEEK

Always Often Rarely Sometimes

• Interpretation: From the above table and chart we can observe that the respondents
who often feel lonely or isolated during the academic year are most likely to
experience anxiety several times a week and the respondents who rarely feel lonely or
isolated are less likely to experience anxiety during the academic year.

Table 4.3.2 Frequency of students feeling stressed and overwhelmed due to workload
during the academic year
Feel Feel stressed during the academic year
overwhelmed
with workload Always Often Rarely Sometimes
Always 8 2 1 1
Often 2 5 3
Rarely 3
Sometimes 6 4 1 5

Table 4.3.2(a) Percentage of students feeling stressed and overwhelmed due to workload
during the academic year
Feeling Feeling stressed during academic year
overwhelmed
due to workload Always Often Rarely Sometimes Grand Total
Always 50.00% 14.29% 50.00% 11.11% 29.27%
Often 12.50% 35.71% 0.00% 33.33% 24.39%
Rarely 0.00% 21.43% 0.00% 0.00% 7.32%
Sometimes 37.50% 28.57% 50.00% 55.56% 39.02%
Grand Total 100.00% 100.00% 100.00% 100.00% 100.00%

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 Fig 4.3.2: Frequency of students feeling stressed
and overwhelmed due to workload during the
academic year
10

0
ALWAYS OFTEN RARELY SOMETIMES

Feel stressed during the academic year Always

Feel stressed during the academic year Often
Feel stressed during the academic year Rarely
Feel stressed during the academic year Sometimes

• Interpretation: From the above chart and table we can observe that the respondents
who always feel overwhelmed due to workload are more likely to feel stressed during
the academic year.

Table 4.3.3 Frequency of students response on whether the university provide enough
support and guidance to manage mental health
University University provide enough support to students
provide enough
guidance to
manage stress Agree Disagree Neutral Strongly agree Strongly disagree
Agree 3 1 3 1
Disagree 8 2
Neutral 3 2 9 1 1
Strongly agree 1 2
Strongly
disagree 1 3

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 Table 4.3.3(a) Percentage of students response on whether the university provide enough
support and guidance to manage mental health
University University provide enough support to students
provide enough
guidance to
manage stress Agree Disagree Neutral Strongly agree Strongly disagree Grand Total
Agree 42.86% 9.09% 20.00% 25.00% 0.00% 19.51%
Disagree 0.00% 72.73% 13.33% 0.00% 0.00% 24.39%
Neutral 42.86% 18.18% 60.00% 25.00% 25.00% 39.02%
Strongly agree 14.29% 0.00% 0.00% 50.00% 0.00% 7.32%
Strongly
disagree 0.00% 0.00% 6.67% 0.00% 75.00% 9.76%
Grand Total 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%

Fig 4.3.3: Frequency of students reponse on

whether the university provide enough support
and guidance to the students
10
8
6
4
2
0
AGREE DISAGREE NEUTRAL STRONGLY STRONGLY
AGREE DISAGREE

Agree Disagree Neutral Strongly agree Strongly disagree

• Interpretation: From the above chart and table we can observe that 9 students
responded neutral on whether the university provide enough support and guidance to
the students to manage stress during the academic year.

Table 4.3.4 Frequency of whether the students have someone to talk to or sought any
help from mental health professionals during the time in university
Sought help Have someone to talk to
from mental about mental health
health
professional No Yes
No 15 19
Prefer not to
say 3
Yes 1 3

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Table 4.3.4(a) Percentage of whether the students have someone to talk to or sought any
help from mental health professionals during the time in university
Sought help Have someone to talk about mental
from mental health
health
professionals No Yes Grand Total
No 93.75% 76.00% 82.93%
Prefer not to
say 0.00% 12.00% 7.32%
Yes 6.25% 12.00% 9.76%
Grand Total 100.00% 100.00% 100.00%

Fig 4.3.4: Frequency of whether the students

have someone to talk and take help from
mental health professionals

NO PREFER NOT YES

TO SAY

Have someone to talk to about mental health No

Have someone to talk to about mental health Yes

• Interpretation: From the above chart and table we can observe that 15 respondents
don’t seek any help from mental health professionals whereas 19 respondents have
someone with whom they can share their mental health concerns.

Table 4.3.5 Frequency of students experiencing depression and feeling discriminated

during their time in university
Felt Experienced depression during the time in university
discriminated
due to mental
health Don't know Multiple times Never Once Prefer not to say
Don't know 6 5 2
Maybe 1 1 1
No 5 5 6
Yes 1 6 2

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 Table 4.3.5(a) Percentage of students experiencing depression and feeling discriminated
during their time in university
Felt Experienced depression during the time in university
discriminated
due to mental
health Don't know Multiple times Never Once Prefer not to say Grand Total
Don't know 50.00% 29.41% 25.00% 0.00% 0.00% 31.71%
Maybe 0.00% 5.88% 0.00% 33.33% 100.00% 7.32%
No 41.67% 29.41% 75.00% 0.00% 0.00% 39.02%
Yes 8.33% 35.29% 0.00% 66.67% 0.00% 21.95%
Grand Total 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%

Fig 4.3.5: Frequency of students experiencing

depression and felt discriminated during the
time in university
7
6
5
4
3
2
1
0
DON'T KNOW MULTIPLE TIMES NEVER ONCE PREFER NOT TO
SAY

Don't know Maybe No Yes

• Interpretation: From the above chart and table we can observe that most of the
respondents are not sure about whether they experienced depression or felt
discriminated during their time in university.

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CHAPTER 5: FINDINGS AND CONCLUSIONS

5.1 FINDINGS
DEMOGRAPHIC
i. Majority of the respondents of this research are of the age 20.
ii. Respondents of this research are from the Royal Global University.

OBJECTIVE 1
i. 39.02% of the respondents feel stressed during the academic year.
ii. Majority of the respondents feel overwhelmed with the workload and academic
responsibilities.
iii. 31.70% respondents feel lonely or isolated during academic year.

OBJECTIVE 2
i. 41.46% respondents experience anxiety or worry several times a week during their
time in university.
ii. Majority of the respondents, i.e., 41.46% have experienced depression multiple times
during their time in university.
iii. 39.02% respondents didn’t feel discriminated based on their mental health experience
at university.

OBJECTIVE 3
i. 60.97% respondents have someone with whom they can share their mental health
concerns.
ii. 26.82% respondents believe that the university does not provide support to the issues
related to mental health.
iii. Majority of the respondents have not taken help from mental health professionals
during their time in university.
iv. Majority of the respondents gave neutral response to whether the university provide
enough guidance to manage stress and mental health challenges.

5.2 CONCLUSION
In conclusion, the research report on the mental health of The Assam Royal Global
University students sheds light on the pressing issue of the deteriorating mental health of
these students that needs to be addressed urgently. The findings of the report suggest that
factors such as academic stress, financial problems, social isolation, and lack of support for
mental health issues are all contributing to the rising mental health concerns among
University students.

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The report emphasizes the need for University administrations to provide support and
resources for students to manage stress and improve their well-being. This includes
counselling services, mental health education programs, and promotion of healthy lifestyle
choices. Furthermore, University faculty and staff should be trained to recognize the signs of
mental distress in students and offer appropriate support or referrals.
It is evident from the report that mental health awareness and support are crucial for the
success of University students. By addressing this issue, Universities can promote a positive
environment that nurtures the mental well-being of its students, enables them to achieve
academic success, and prepares them for a fulfilling life.
In conclusion, this report underscores the need for collaborative efforts by university, student
organizations, and mental health professionals to address the mental health concerns of
University students and help them thrive both academically and personally.

5.3 REFERENCES
• www.google.com
• www.researchgate.net
• Shodhgangotri.inflibnet.ac.in
• Google Scholar
• https://forms.gle/ZUBPzv1ETg5geFdVA

5.4 APPENDIX
5.4.1 QUESTIONNAIRE

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5.4.2 CODING

A 1. 2. 3. Do 4. 5. 6. Do 7. Do 8. 9. Do you 10.
g How Do you Ho Have you you Have feel like Have
e frequ you feel w2 you feel feel you the you
ently 2 over do ever like like ever University ever
have feel whel you exper you your sought provides felt
you stre med feel ience have Univer help enough discrim
exper sse with lone d someo sity from a guidance inated
ience d your ly or depre ne to offers mental about how against
d dur workl isola ssion talk to enough health to manage based
anxiet ing oad ted durin about support profess stress and on your
y or the and duri g your for ional mental mental
worry aca acade ng your menta student during health health
durin de mic acad time l s your challenges experie
g last mic respo emi at health facing time at during nce at
semes yea nsibil c Univ conce mental Univer your time Univer
ter? r? ties? year ersity rns? health sity? there? sity?
? ? issues?
3 4 1 1 1 1 2 3 2 4 3
3 4 1 1 2 2 2 4 2 4 1
3 4 1 3 1 1 1 5 2 5 3
4 3 3 2 4 4 1 2 2 2 2
5 3 3 2 4 3 1 3 2 2 2
3 4 2 2 3 3 2 4 2 4 2
3 2 3 3 4 3 1 3 2 2 2
3 2 2 3 2 2 2 3 2 3 1
4 4 2 4 1 1 2 3 2 3 2
3 4 2 4 3 1 1 5 3 5 3
6 2 3 2 4 4 2 2 2 2 2
3 1 2 3 2 1 1 4 2 3 2
5 3 3 3 4 4 2 4 2 4 3
3 4 2 3 2 1 2 4 2 4 1
2 3 4 1 4 3 1 2 2 3 2
4 4 1 1 1 1 2 3 2 4 2
3 1 1 1 1 1 1 2 1 3 1
2 1 1 1 2 1 2 3 2 5 1
5 4 2 1 2 1 1 4 2 3 2
3 3 3 3 3 4 1 3 2 3 3
3 4 1 3 2 1 2 3 2 2 4

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4 4 1 3 3 2 2 3 2 3 4
3 2 1 3 3 3 1 2 1 1 3
2 1 2 2 3 1 2 1 1 3 1
5 2 2 2 3 4 1 3 2 3 2
1 1 3 1 4 4 1 1 2 1 1
2 2 3 3 3 4 1 4 2 4 3
4 1 1 1 2 3 1 3 3 3 3
4 1 1 1 1 1 2 4 2 4 3
3 4 1 1 1 1 1 1 1 1 1
3 1 1 3 2 1 1 5 2 3 2
3 4 1 2 3 4 1 2 2 3 2
3 3 2 2 2 4 1 2 3 2 2
3 3 2 4 3 4 2 3 2 3 3
4 3 4 3 4 3 1 3 2 3 2
4 4 2 3 2 4 1 4 2 2 3
5 4 2 1 2 5 1 4 2 4 4
3 1 2 2 3 3 1 1 2 2 2
4 4 1 2 3 1 1 3 2 3 3
2 2 3 3 3 4 1 4 2 4 3
5 4 1 3 2 1 2 5 2 5 1

QUESTIONS OPTIONS CODES

AGE 16 1
19 2
20 3
21 4
22 5
23 6
24 7

1 DAILY 1
ONCE A WEEK 2

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 RARELY 3
SEVERAL TIMES A 4
WEEK
NEVER 5

2 ALWAYS 1
OFTEN 2
SOMETIMES 3
RARELY 4
NEVER 5

3 ALWAYS 1
OFTEN 2
SOMETIMES 3
RARELY 4
NEVER 5

4 ALWAYS 1
OFTEN 2
SOMETIMES 3
RARELY 4
NEVER 5

5 MULTIPLE TIMES 1
ONCE 2
NEVER 3
DON'T KNOW 4
PREFER NOT TO SAY 5

6 YES 1
NO 2

7 STRONGLY AGREE 1
AGREE 2
NEUTRAL 3
DISAGREE 4
STRONGLY DISAGREE 5

8 YES 1

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 NO 2
PREFER NOT TO SAY 3

9 STRONGLY AGREE 1
AGREE 2
NEUTRAL 3
DISAGREE 4
STRONGLY DISAGREE 5

10 YES 1
NO 2
DON'T KNOW 3
MAYBE 4
PREFER NOT TO SAY 5

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