Tendances actuelles dans les universités ouest-africaines, détresse psychologique des étudiants et qualité de vie : une étude quantitative

Auteurs

  • Konabe Bene Prince Sultan University

Mots-clés:

Mots clés : Enseignement supérieur, Problèmes émergents, Apprentissage, Détresse psychologique, Qualité de vie.

Résumé

Les menaces terroristes sur l'éducation en Afrique de l'Ouest, la massification, la paupérisation des étudiants, le chômage, les cadres de vie, la gestion des universités et la médiocrité des infrastructures ont apparemment affecté les modes de vie des étudiants, l'apprentissage, les acquis, la santé mentale mais aussi l'enseignement et l'interrelation apprenant-instructeur. À la lumière de cela, il a été soutenu que de nouvelles difficultés sont apparues sur les campus. Cette étude visait à déterminer la prévalence de la dépression, de l'anxiété et du stress qui en résultent chez les étudiants d'une université francophone d'Afrique de l'Ouest et à évaluer leur qualité de vie générale. Les instruments utilisés comprenaient l'échelle de dépression, d'anxiété et de stress (DASS-21), des sous-échelles de l'échelle multidimensionnelle de satisfaction de la vie des étudiants et de la qualité de vie en générale (MSLSS) et un questionnaire démographique. Les participants étaient au nombre de 348 étudiants féminins et masculins. Des analyses descriptives ont révélé que 10,05 % des étudiants avaient des niveaux de dépression allant de léger à modéré, 19,25 % avaient des niveaux d'anxiété allant de léger à sévère et 3,15 % des participants avaient des niveaux de stress allant de léger à modéré. Des analyses de régression linéaire multiple ont montré que la dépression et l'anxiété des étudiants prédisaient leur qualité de vie. Cependant, aucun des différents scores moyens entre les hommes et les femmes n'était statistiquement significatif. Sur la base des résultats, nous avons soutenu que, bien que la population étudiée ait une détresse psychologique comparable à celle des étudiants ailleurs, malgré les problèmes actuels, les différences culturelles et géographiques, ils ont signalé des âges plus avancés et des moyennes pondérées cumulatives (GPA) inférieures. La détresse psychologique, la qualité de vie, les facteurs sociaux, économiques et le manque d'infrastructures ont un impact sur la santé, la réussite, la vision, la mission et la qualité de l'enseignement supérieur.

Références

Abdallah A. R., M. GH (2014). Depression, anxiety, and stress among first year medical students

in an Egyptian public university. International Research Journal of Medicine and Medical Sciences, 2(1):11-9.

Aboalshamat, K., Hou, X. Y., & Strodl, E. (2015). Psychological well-being status among

medical and dental students in Makkah, Saudi Arabia: A cross-sectional study. Medical teacher, 37(sup1), S75-S81.

Bailey, T. H., & Phillips, L. J. (2016). The influence of motivation and adaptation on students’

subjective well-being, meaning in life and academic performance. Higher education research & development, 35(2), 201-216.

Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., & Sammut, S.

(2015). The prevalence and correlates of depression, anxiety, and stress in a sample of college students. Journal of affective disorders, 173, 90-96.

Basha, E., & Kaya, M. (2016). Depression, Anxiety and Stress Scale (DASS): The Study of

Validity and Reliability. Universal Journal of Educational Research, 4(12), 2701-2705.

Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., & Sammut, S.

(2015). The prevalence and correlates of depression, anxiety, and stress in a sample of college students. Journal of affective disorders, 173, 90-96.

Bene, K. (2022). Gauging secondary school students' terrorism‐related resilience in the Sahel

region of Burkina Faso: A quantitative study. Psychology in the Schools.

Bozalek, V., & Boughey, C. (2012). (Mis) framing higher education in South Africa. Social

Policy & Administration, 46(6), 688-703.

Carmin, C., & Ownby, R. L. (2010). Assessment of anxiety in older adults. Handbook of

assessment in clinical gerontology, 45-60.

Chapleo, C., & O’Sullivan, H. (2017). Contemporary thought in higher education marketing.

Journal of Marketing for Higher Education, 27(2), 159-161.

Coudronnière, C., Bacro, F., Guimard, P., & Muller, J. B. (2018). Validation of a French

adaptation of the Multidimensional Student’s Life Satisfaction Scale in its abbreviated form, for 5-to 11-year-old children with and without intellectual disability. Journal of Intellectual & Developmental Disability, 43(4), 407-420.

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods

approaches (3rd ed.). New Delhi: Sage Publications India Pvt Ltd.

Dafaalla, M., Farah, A., Bashir, S., Khalil, A., Abdulhamid, R., Mokhtar, M., ... & Abdalrahman,

I. (2016). Depression, anxiety, and stress in sudanese medical students: a cross sectional study on role of quality of life and social support. American Journal of Educational Research, 4, 937-42.

Dalky, H. F., & Gharaibeh, A. (2019). Depression, anxiety, and stress among college students in

Jordan and their need for mental health services. In Nursing forum, 54(2), 205-212.

Durand-Bush, N., McNeill, K., Harding, M., & Dobransky, J. (2015). Investigating stress,

psychological well-being, mental health functioning, and self-regulation capacity among university undergraduate students: is this population optimally functioning? Canadian Journal of Counselling and Psychotherapy, 49(3).

Eisenbeck, N., Carreno, D. F., & Uclés-Juárez, R. (2019). From psychological distress to

academic procrastination: Exploring the role of psychological inflexibility. Journal of Contextual Behavioral Science, 13, 103-108.

Fernández-Rodríguez, C., Soto-López, T., & Cuesta, M. (2019). Needs and demands for

psychological care in university students. Psicothema, 414–421.

Fooladi, N., Jirdehi, R., & Mohtasham-Amiri, Z. (2014). Comparison of depression,

anxiety,stress and quality of life in drug abusers with normal subjects. Procedia-Social and Behavioral Sciences, 159, 712-717.

Gao, W., Ping, S., & Liu, X. (2020). Gender differences in depression, anxiety, and stress among

college students: a longitudinal study from China. Journal of affective disorders, 263, 292-300.

Gloster, A. T., Rhoades, H. M., Novy, D., Klotsche, J., Senior, A., Kunik, M., ... & Stanley, M.

A. (2008). Psychometric properties of the Depression Anxiety and Stress Scale-21 in older primary care patients. Journal of affective disorders, 110(3), 248-259.

Green, S.B. (1991). How many subjects does it take to do a regression analysis? Multivariate

Behavioural Research, 26(3), 499‐510.

Grøtan, K., Sund, E. R., & Bjerkeset, O. (2019). Mental health, academic self-efficacy and study

progress among college students–The SHoT study, Norway. Frontiers in psychology, 10, 45.

Guppy, N., Boud, D., Heap, T., Verpoorten, D., Matzat, U., Tai, J., ... & Bartolic, S. (2022).

Teaching and learning under COVID-19 public health edicts: the role of household lockdowns and prior technology usage. Higher Education, 84(3), 487-504.

Hyseni Duraku, Z., & Hoxha, L. (2018). Self-esteem, study skills, self-concept, social support,

psychological distress, and coping mechanism effects on test anxiety and academic performance. Health psychology open, 5(2), 2055102918799963.

IBM Corp. (2021). IBM SPSS Statistics for Windows, Version 28.0; IBM Corp.: Armonk, NY,

USA.

Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017) Issues and challenges for teaching

successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4-29.

Kim, Y., Sohn, D., & Choi, S. M. (2011). Cultural difference in motivations for using social

network sites: A comparative study of American and Korean college students. Computers in human behavior, 27(1), 365-372.

Kipchumba, S. K. (2019). African Perspective of the challenges and prospects of massification

of higher education. Editon Consortium journal of curriculum and educational studies, 1(3), 131-145.

Kobla, A. O. K., Mirriam, B., & Li-Hua, W. (2018). The impact of massification on higher

education in Africa: a case study of Bunda College of Agriculture in Malawi and University of Cape Coast in Ghana. European Journal of Economic and Business (ISSN-2456-3900), 3(1).

Lovibond, P. F., & Lovibond, S. H. (1995). The structure of negative emotional states:

Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behaviour research and therapy, 33(3), 335-343.

Mackenzie, S., Wiegel, J. R., Mundt, M., Brown, D., Saewyc, E., Heiligenstein, E., ... &

Fleming, M. (2011). Depression and suicide ideation among students accessing campus health care. American journal of orthopsychiatry, 81(1), 101.

Mohamedbhai, G. (2008). The effects of massification on higher education in Africa (pp. 20-24).

Accra: Association of African University Press.

Mahmoud, J. S. R., Staten, R. T., Hall, L. A., & Lennie, T. A. (2012). The relationship among

young adult college students’ depression, anxiety, stress, demographics, life satisfaction, and coping styles. Issues in mental health nursing, 33(3), 149-156.

Makosso, B. (2006). La crise de l'enseignement supérieur en Afrique francophone: une analyse

pour les cas du Burkina Faso, du Cameroun, du Congo, et de la Côte d'Ivoire. Journal of Higher Education in Africa /Revue de l'enseignement supérieur en Afrique, 69-86.

Michele Athay, M., Kelley, S. D., & Dew-Reeves, S. E. (2012). Brief Multidimensional

Students’ Life Satisfaction Scale—PTPB Version (BMSLSS-PTPB): Psychometric properties and relationship with mental health symptom severity over time. Administration and Policy in Mental Health and Mental Health Services Research, 39(1), 30-40.

Mohamedbhai, G. (2014). Massification in higher education institutions in Africa: Causes,

consequences and responses. International Journal of African Higher Education, 1(1).

Ntim, S. (2016). Massification in Ghanaian higher education: Implications for pedagogical

quality, equity control and assessment. Int Res High Educ, 1(1), 160-169.

Oswalt, S. B., Lederer, A. M., Chestnut-Steich, K., Day, C., Halbritter, A., & Ortiz, D. (2020).

Trends incollege students’ mental health diagnoses and utilization of services, 2009–2015. Journal of American college health, 68(1), 41-51.

Pedrelli, P., Nyer, M., Yeung, A., Zulauf, C., & Wilens, T. (2015). College students: mental

healthproblems and treatment considerations. Academic psychiatry, 39, 503-511.

Racic, M., Todorovic, R., Ivkovic, N., Masic, S., Joksimovic, B., & Kulic, M. (2017). Self-

perceived stress in relation to anxiety, depression, and health-related quality of life among health professions students: A cross-sectional study from Bosnia and Herzegovina. Slovenian Journal of Public Health, 56(4), 251.

Rall, R. M., Morgan, D. L., & Commodore, F. (2019). Invisible injustice: Higher education

boards and issues of diversity, equity, and inclusivity. Diversity, equity, and inclusivity in contemporary higher education, 261-277.

Ramasawmy, S. (2015). Validation of the" French Depression Anxiety Stress Scales"(DASS-21)

and predictors of depression in an adolescent Mauritian population (Doctoral dissertation, Aix-Marseille).

Ramón-Arbués, E., Gea-Caballero, V., Granada-López, J. M., Juárez-Vela, R., Pellicer-García,

B., & Antón-Solanas, I. (2020). The prevalence of depression, anxiety and stress and their associated factors in college students. International Journal of Environmental Research and Public Health, 17(19), 7001.

Ray I., & Joseph D. (2010). S tress in Medical S tudents. JK SCIENCE,12(4): 163-4.

Scott P. (1995). The Meanings of Mass Higher Education Buckingham SRHE: Open University

Press.

Sousa, G. M. D., Lima-Araújo, G. L. D., Araújo, D. B. D., & Sousa, M. B. C. D. (2021). Brief

mindfulness-based training and mindfulness trait attenuate psychological stress in university students: a randomized controlled trial. BMC psychology, 9, 1-14.

Sharp, J., Theiler, S. A Review of Psychological Distress Among University Students:

Pervasiveness, Implications and Potential Points of Intervention. Int J Adv Counselling 40, 193–212 (2018). https://doi.org/10.1007/s10447-018-9321-7.

Singh, M.; Goel, N.K.; Sharma, M.K.; Bakshi, R.K. (2017). Prevalence of Depression, Anxiety

and Stress among Students of Punjab University, Chandigarh. Natl. J. Community Med, 8, 6.

Stallman, H. M. (2010). Psychological distress in university students: A comparison with general

population data. Australian psychologist, 45(4), 249-257.

Stoet, G., & Geary, D. C. (2018). The gender-equality paradox in science, technology,

engineering, and mathematics education. Psychological science, 29(4), 581-593.

Tonsing, K. N. (2014). Psychometric properties and validation of Nepali version of the

Depression Anxiety Stress Scales (DASS-21). Asian Journal of Psychiatry, 8, 63-66.

Yael, B., Ilan, R., Uri, G., Yaacov, D., Yariv, G (2013). Depression and anxiety following

myocardial infarction and their inverse associations with future health behaviors and

quality of life. Annals of Behavioral Medicine, 46(3), 310-321.

Zumbo, B. D., Gadermann, A. M., & Zeisser, C. (2007). Ordinal versions of coefficients alpha

and theta for Likert rating scales. Journal of modern applied statistical methods, 6(1), 4

Downloads

Publiée

2023-02-11

Comment citer

Bene, K. (2023). Tendances actuelles dans les universités ouest-africaines, détresse psychologique des étudiants et qualité de vie : une étude quantitative. Revue Africaine Des Sciences Sociales Et De La Santé Publique, 5(1), 99-120. Consulté à l’adresse https://revue-rasp.org/index.php/rasp/article/view/317

ARK