Relationship Between Socio-Demographics, Study Skills and Distress Among Pakistani School Students: A Cross-Sectional Study in Riyadh, Saudi Arabia

Abstract

Purpose: The increasing prevalence of distress among students is of global concern. Several factors such as school and family environment and ineffective study skills could influence mental health. The study explored the rate of distress symptoms among school students’ and its relationship with their study skills, stressors and demographic factors. Methods: In this cross-sectional analytical study, a sample of 215 students from a community school participated in the study. Three questionnaires, demographic questionnaire, Study Skills Inventory and the Kessler Psychological Distress Scale, were used for data collection. Data were analyzed using Student’s t-test, ANOVA, Pearson’s correlation coefficient and stepwise linear regression. Results: Response rate was 70% (n = 150). A high proportion of respondents (75%) was distressed (mean 27.28 ± 8.77). Correlation analysis showed that distress (K10 score) was negatively related to study skills (SSI total score) (r = −0.247, p = 0.002). The rate of distress symptoms was higher among female students (79%) compared to their male counterparts (72%). The factors associated with distress included negative association of teachers’ level of help to develop competencies (p = 0.000, β = −0.278, R2 = 0.249), unfavorable school environment (p = 0.000, β = 0.285, R2 = 0.123), inability to cope with studies (p = 0.005, β = 0.205, R2 = 0.038), family problems (p = 0.014, β = 0.184, R2 = 0.173) and lower study skills (p = 0.031, β = −0.164, R2 = 0.270). The overall regression analysis explained 33.6% of the variance (corrected R2 = 0.336). Conclusion: Higher than expected levels of distress (75%) was found in immigrant school students. Poor study skills have a significant relationship with distress. Learning environment and related stress factors were associated with distress among students. Based on the findings, it is recommended that stakeholders in education address the hidden curriculum, as it is usually unacknow-ledged and might affect students’ wellbeing, and move from student centered to an interpersonal relation-centered education.