Psychological distress, well-being and academic performance: A cascade effect among Black college students

Abstract

In the traditional paradigm, mental health and illness exist on a single continuum where the emphasis is on the presence or absence of pathological outcomes. In contrast, a new theoretical framework recognizes and promotes a dual continua model where mental health is no longer consider the absence of mental illness. Using a sample of Black college students in a midwestern state, the goal of this current study was to evaluate the predictors of educational outcome of Black college students by answering the following research questions: (a) what is the linear relationship between psychological distress (i.e., Internalizing, as measured by level of depression [Total score of the CES-D] and Externalizing, as measured by level of aggression [Total score of the Aggression Questionnaire] with academic performance, as measured by overall GPA, among Black/African American college students? (b) what is the linear relationship of subjective well-being (i.e., Positive Affect and Negative Affect subscales of the PANAS, and the overall life satisfaction score of the Satisfaction with Life Scale) with academic performance, as measured by GPA, in Black/African American college students? (c) what is the linear relationship of psychological distress and subjective well-being with academic performance, as measured by overall GPA, in Black/African American college students? A total of 184 Black/African American students were recruited from three universities in the midwestern region of the United States and were asked to complete an online survey, which included a demographic page as well as the following questionnaires: Positive and Negative Affect Scale, the Satisfaction with Life Scale, the Center for Epidemiologic Studies Depression Scale, and the Aggression Questionnaire. The results indicated psychological distress and quality of life were not significant predictors of academic success among Black/African American college students for this sample. Implications for future research and intervention are discussed.