Mental Health Literacy, Related Knowledge, and Depression Risk Among Thai Undergraduate Health Science Students: A Cross-sectional Study
Issued Date
2026-07-01
Resource Type
eISSN
24234451
Scopus ID
2-s2.0-105038856444
Journal Title
Middle East Journal of Rehabilitation and Health Studies
Volume
13
Issue
3
Rights Holder(s)
SCOPUS
Bibliographic Citation
Middle East Journal of Rehabilitation and Health Studies Vol.13 No.3 (2026)
Suggested Citation
Benjanirat T., Ounprasertsuk J., Sillabutra J., Phoowadkean K. Mental Health Literacy, Related Knowledge, and Depression Risk Among Thai Undergraduate Health Science Students: A Cross-sectional Study. Middle East Journal of Rehabilitation and Health Studies Vol.13 No.3 (2026). doi:10.5812/mejrh-168633 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/116940
Title
Mental Health Literacy, Related Knowledge, and Depression Risk Among Thai Undergraduate Health Science Students: A Cross-sectional Study
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Corresponding Author(s)
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Abstract
Background: Mental health is a key aspect of overall well-being, influencing emotional stability, social relationships, and academic success. Among university students, particularly those in the health sciences, mental health knowledge and literacy are critical for personal wellness and professional preparedness. Objective: This study aimed to assess mental health knowledge, evaluate mental health literacy (MHL), and examine the relationships between these factors and the risk of depression among Thai undergraduate health science students. Methods: A cross-sectional survey was conducted among 270 Thai students using a stratified random sampling approach. Validated tools assessed mental health knowledge, MHL (MHLq-YA), and depression risk (PHQ-9). Descriptive statistics and Pearson’s correlation were used to analyze the data. Results: Most students demonstrated high mental health knowledge (90.0%) and high to very high MHL (89.3%), with generally low levels of depression risk. The most frequently reported symptoms included fatigue, sleep disturbances, and lack of interest. Although statistically significant, the correlations between mental health knowledge, MHL, and depression risk were very weak (r < 0.10), indicating minimal practical relevance. Conclusion: While students demonstrated strong mental health knowledge and literacy, these factors showed limited explanatory value for depression risk. Future interventions should focus on strengthening the practical application of MHL to enhance student well-being and prepare them for professional roles in mental health support.