Predictors and profiles of mental health and well-being among South African university students

Abstract

In South African higher education, students encounter numerous challenges that affect their mental health and well-being. This study examined the incidence and predictors of mental health among 1,366 students at a public, in-contact South African university. A quantitative cross-sectional survey design was employed, using the Mental Health Continuum Short Form alongside measures of life satisfaction, sexual well-being, health literacy, and psychosocial and institutional factors. Descriptive findings indicated that most (66%) students reported moderate mental health, with 28% flourishing and 6% languishing. Bivariate correlations showed strong positive associations between mental health and life satisfaction, sexual well-being, and health literacy. While small significant differences were found across demographic groups, hierarchical regression revealed that psychosocial factors, particularly life satisfaction, components of health literacy, and social support, were the strongest predictors, accounting for the largest proportion of variance in mental health (R² = .61), whereas structural and academic factors played smaller roles. A two-step cluster analysis identified two distinct profiles: a ‘Strained and Stressed’ group characterised by structural disadvantage and fewer psychosocial support, and a ‘Resourced and Supported’ group with greater resource security and psychosocial resources. Cluster membership explained over 12% of the variance in mental health, underscoring the interplay of structural and psychosocial factors in shaping student well-being. Results suggest that interventions designed to strengthen psychosocial resources such as social connection, health literacy, and life satisfaction may enhance students’ mental health and mitigate the effects of structural disadvantages.