The relationship between depression symptoms and academic performance among first-year undergraduate students at a South African university: a cross-sectional study

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dc.contributor.authorWagner, Fezile
dc.contributor.authorWagner, Ryan G.
dc.contributor.authorKolanisi, Unathi
dc.contributor.authorGómez-Olivé, Francesc Xavier
dc.coverageUnited Kingdom
dc.coverage.conferenceissn
dc.date.accessioned2026-02-05T09:32:00Z
dc.date.available2026-02-05T09:32:00Z
dc.date.issued2022
dc.departmentNameConsumer Sciences
dc.description.abstractBackground: South African universities face a challenge of low throughput rates, with most students failing to complete their studies within the minimum regulatory time. Literature has begun to investigate the contribution of well-being, including mental health, with depression among students being one of the most common mental disorders explored. However, locally relevant research exploring associations between depression and academic performance has been limited. This research hypothesizes that the presence of depression symptoms, when controlling for key socio-demographic factors, has an adverse impact on student academic outcomes and contributes to the delay in the academic progression of students. Methods: The study used a cross-sectional design. Data were collected in 2019 from first-time, first-year undergraduate students using a self-administered online questionnaire. In total, 1,642 students completed the survey. The Patient Health Questionnaire-9 (PHQ-9) was used to screen for depression symptoms. Data on students’ academic performance were obtained from institutional records. Bivariate and multivariate regression analyses were used to examine associations between depression symptoms and academic performance. Results: Most participants (76%) successfully progressed (meeting the requirements to proceed to the second year of university study). Of the participants, 10% displayed symptoms of severe depression. The likelihood of progression delay (not meeting the academic requirements to proceed to the second year of university study) increased with the severity of depression symptoms. Moderate depression symptoms nearly doubled the adjusted odds of progression delay (aOR = 1.98, 95% CI: 1.30-3.00, p = 0.001). The likelihood of progression delay was nearly tripled by moderate severe depression symptoms (aOR = 2.70, 95% CI:1.70–4.36, p < 0.001) and severe depression symptoms (aOR = 2.59, 95% CI:1.54–4.36, p < 0.001). The model controlled for field of study, financial aid support as well as sex and race. Conclusion: Higher levels of depression symptoms among first-year university students are associated with a greater likelihood of progression delay and may contribute to the low throughput rates currently seen in South African universities. It is important for students, universities and government departments to recognize student mental wellness needs and how these can be met.
dc.facultyFaculty of Science, Agriculture and Engineering
dc.format.preprintNo
dc.identifier.citationWagner, F., Wagner, R.G., Kolanisi, U., Makuapane, L.P., Masango, M. and Gómez-Olivé, F.X., 2022. The relationship between depression symptoms and academic performance among first-year undergraduate students at a South African university: a cross-sectional study. BMC public health, 22(1), pp.1-9.
dc.identifier.issn1471-2458 (online)
dc.identifier.otherhttps://doi.org/10.1186/s12889-022-14517-7
dc.identifier.urihttp://hdl.handle.net/10530/58631
dc.inproceedingsissn
dc.issuenumber22
dc.keynoteissn
dc.language.isoen
dc.pages1 - 9
dc.peerreviewedYes
dc.publisherBioMed Central
dc.subjectCollege students
dc.subjectDepression
dc.subjectHigher education institution
dc.subjectMental health
dc.subjectProgression
dc.titleThe relationship between depression symptoms and academic performance among first-year undergraduate students at a South African university: a cross-sectional study
dc.title.journalBMC Public Health
dc.typeJournal Article
dspace.entity.typePublication
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