INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue III, March 2025

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The Burden of University Life: Stress, Anxiety, and Depression among

Abstract: Mental health concerns among university students have been widely recognized as a growing issue, particularly in relation to stress, anxiety, and

depression. This study examines the burden of stress, anxiety, and depression among undergraduate students at Gopalganj Science and Technology

University, Bangladesh. A cross-sectional survey design was used with 372 students selecting through convenience sampling. The study employed the

Bangla version of the Depression Anxiety Stress Scale-21 (DASS-21) to measure psychological distress. Results revealed significant positive correlations

between stress, anxiety, and depression. Results also showed 74.20%, 80.38% and 81.18% undergraduate students experience stress, anxiety, and

depression. Gender differences were observed, with female students reporting higher levels of stress, anxiety, and depression compared to males.

Additionally, a significant increase in psychological distress was noted across academic years, with fourth-year students exhibiting the highest levels of

stress, anxiety, and depression. Findings indicated that these differences were particularly pronounced between first- and fourth-year students. Findings

further demonstrated that stress significantly predicted depression, accounting for a substantial proportion of the variance. When anxiety was added, the

explanatory power increased, highlighting the combined impact of stress and anxiety on depressive symptoms. These findings underscore the need for

al., 2021). The confluence of rigorous academic curricula, financial constraints, social pressures, and uncertainties regarding future career prospects

collectively contribute to a heightened vulnerability to mental health challenges within this demographic (Fauzi et al., 2021). Specifically, the transition into

tertiary education represents a critical juncture in the lives of young adults, where a substantial proportion encounters elevated levels of stress, anxiety, and

depression (Parsons et al., 2021; Yang et al., 2022). In fact, a recent study revealed that a significant percentage of college students, approximately 34.5%,

experience considerable stress, while reports from Australia indicate that an overwhelming majority, around 83.2%, of tertiary education students feel

stressed, with 79% reporting anxiety, 66% experiencing high psychological distress, and over half suffering from sleep disturbances (Parsons et al., 2021).

Amidst these concerns, gender-related disparities in the manifestation and experience of stress, anxiety, and depression among undergraduates warrant

careful consideration. Women, for example, often exhibit a higher prevalence of depression, potentially attributable to a complex interplay of biological,

psychological, and sociocultural factors (Thomas & Segal, 2006). Specifically, women not only report a higher incidence of daily stressors but also

demonstrate a greater likelihood of having a history of depression, which can amplify the impact of stress on the onset of depressive episodes (Thomas &

(Mofatteh, 2020). In contrast, research indicates first-year students may experience stress and anxiety related to adjusting to university life, navigating new

social environments, and managing academic workloads for the first time, whereas senior students face heightened stress due to impending graduation,

career prospects, and financial concerns (Harith et al., 2022).This heightened vulnerability among underclassmen may be attributed to the challenges

associated with transitioning to a novel academic environment, navigating unfamiliar social dynamics, and adapting to the rigors of collegiate coursework

(Yang et al., 2022). These findings support the fact that as students’ progress through their academic careers, they face different stressors and challenges

that can affect their mental health (Fauzi et al., 2021; Lee et al., 2021; Radeef & Faisal, 2017).

Given this academic and gender difference, it becomes essential to understand how stress and anxiety contribute to the development of depression among

undergraduate students. Prospective, longitudinal investigations have consistently revealed that heightened levels of both stress and anxiety function as

salient predictors of subsequent depressive episodes, highlighting the critical need for proactive identification and management of these psychological

vulnerabilities (Lee et al., 2021). Empirical investigations have consistently demonstrated that heightened levels of both stress and anxiety function as

the Bangladeshi context remains limited and fragmented. In addition, there is a lack of studies that investigate how gender and academic year may

influence psychological outcomes in university settings. Moreover, the predictive relationships among stress, anxiety, and depression-well-documented in

INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue III, March 2025

www.ijltemas.in

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Western literature-are rarely tested empirically in Bangladesh. This scarcity of localized, evidence-based insights presents a critical gap that this study aims

to address. Building on above findings, the present study investigated the prevalence of stress, anxiety, and depression among undergraduate students and

examined the effects of gender and academic year on these mental health outcomes. Furthermore, we explored the predictive role of stress and anxiety in

the development of depression within this population. By analyzing these relationships, we aimed to provide a deeper understanding of the demographic

and psychological factors that contribute to student mental health challenges. Therefore, following hypotheses are proposed:

Hypothesis 1: The prevalence of stress, anxiety, and depression is expected to be high among undergraduate students, reflecting the increasing mental

health burden in this population.

The study included a total of 372 participants from Gopalganj Science and Technology University, Bangladesh. Among them, 205 (55.1%) were female and

167 (44.9%) were male, with ages ranging between 19 and 25 years (M = 22 years, SD = 2.16), with academic year 111 were in the first year (29.8%), 85 in

the second year (22.8%), 86 in the third year (23.1%), and 90 in the fourth year (24.2%). The participants were selected using a convenience sampling

method.

Study design

A Cross-sectional survey design was used for students.

Measures

Age, gender and academic year were collected as demographic information of the participants. This study utilized the following measure,

The Depression Anxiety Stress Scale. The Bangla version of the DASS-21 (Alim et al., 2014) had been developed by Lovibond et al. (1995) was used.

The scale consists of 21 items that are evaluated using a four-point Likert scale, ranging from 0 (did not apply to me at all) to 3 (applied to me very much).

Data was gathered using a self-reported questionnaire that comprised demographic questions and the Depression Anxiety Stress Scale-21 (DASS-21). Prior

to completing the survey, participants received clear instructions. The questionnaires were distributed in a classroom environment, ensuring that participants

had sufficient time to provide their responses.

Statistical analysis

Collected data were statistically analyzed by using SPSS (version 27.0). First of all, we computed Descriptive statistics for mean, standard deviation, range,

frequency and percentage. Second, to examine the association between stress, anxiety and depression Pearson’s correlation analysis was conducted.

Comparisons of variables between the two groups (male vs female) were analyzed by independent sample t test. Third, to compare data obtained from four

academic year of students, one-way ANOVA and Tukey HSD post hoc tests were conducted. Finally, to calculate predicting effect hierarchical regression

analysis was conducted.

Ethical Considerations

< .01), indicating that higher levels of stress are strongly associated with greater depressive symptoms. Stress also showed a significant positive correlation

with anxiety (r = .70, p < .01), suggesting that individuals experiencing higher stress levels tend to have increased anxiety. Additionally, anxiety and

depression were significantly correlated (r = .71, p < .01), reflecting the close relationship between these two mental health variables. These results

highlight the strong interconnection among stress, anxiety, and depression.

INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

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Figure 1. Percentages of Stress, Anxiety, and Depression

The data of Figure 1 indicated that a significant majority of adolescents experience high levels of these psychological challenges. Specifically, 74.20% of

the adolescents reported experiencing stress, 80.38 %, indicated experiencing anxiety and 81.18%, reported symptoms of depression.

Table 1 Gender Differences in Stress, Anxiety, and Depression Among University Undergraduates

-5.220

Table 1 presents gender differences in stress, anxiety, and depression levels among university undergraduates. The results indicate that females reported

significantly higher stress levels (M = 22.17, SD = 9.62) than males (M = 17.39, SD = 8.04), t (370) = -5.123, p < .001, with a moderate effect size (Cohen’s

d = .53). Similarly, anxiety levels were significantly higher among females (M = 17.69, SD = 9.79) compared to males (M = 12.85, SD = 7.64), t (370) = -

5.220, p < .001, with a moderate effect size (Cohen’s d = .54). Depression exhibited the largest gender difference, with females scoring significantly higher

(M = 20.63, SD = 10.15) than males (M = 13.68, SD = 6.86), t (370) = -7.563, p < .001, and a large effect size (Cohen’s d = .79).

p < .001) and depression (F (3, 368) = 23.09, p < .001) also exhibited significant differences, both with large effect sizes (η² = .16). Post-Hoc comparisons

using Tukey HSD for stress showed significant differences were found between all academic years except between third- and fourth-year students (p >

.001). The largest mean difference was between first- and fourth-year students (-14.25, p < .001). For anxiety significant differences were found between

first- and all other years (p < .001), as well as between fourth- and third-year students (p < .05). No significant difference was observed between second-

and third-year students (p > .001). For depression significant differences were found between first- and all other years (p < .001), and between second- and

fourth-year students (p < .05). The difference between third- and fourth-year students was not statistically significant (p > .001).

INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue III, March 2025

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with an increased likelihood of developing depression. The findings indicate that both stress and anxiety play significant roles in predicting depression.