Josefa Antonia Antón Ruiz

Background: The COVID-19 pandemic has had lasting effects on university students’ mental health. While numerous studies have examined depression, anxiety, and stress during the pandemic, the post-pandemic burden of these conditions remains unclear. This systematic review and meta-analysis aimed to estimate the pooled prevalence of depression, anxiety, and stress among university students during the post-COVID-19 period. Methods: A systematic search of PubMed, Web of Science, MEDLINE, and Scopus was conducted from inception to August 2025 following PRISMA guidelines (OSF: 10.17605/OSF.IO/S3R2E). Cross-sectional studies published between 2022 and 2025 reporting the prevalence of depression, anxiety, and/or stress among university students using validated assessment tools were included. Study quality was assessed using the Joanna Briggs Institute checklist. Single-arm meta-analyses of proportions were performed using logit transformation. Subgroup analyses by geographic region, meta-regression, sensitivity analyses, and publication bias assessments were conducted. Results: Sixty-three studies involving more than 255,000 university students across multiple global regions were included. The pooled prevalence of overall depression was 45.1% (95% CI: 38.5% to 51.8%), with prevalence estimates of 21.9% for mild, 12.8% for moderate, and 4.1% for severe depression. The pooled prevalence of overall anxiety was 43.6% (95% CI: 35.3% to 52.3%), with 23.1% mild, 13.7% moderate, and 6.1% severe anxiety. Overall stress prevalence was 45.6% (95% CI: 32.9% to 58.8%), while high perceived stress affected 14.5% of students. Significant regional variations were observed for depression and anxiety. Meta-regression indicated no consistent temporal trends, although prevalence varied by sample size and, for moderate and severe anxiety, by publication year. Sensitivity analyses confirmed robust findings. Publication bias was detected in mild depression, mild anxiety, and severe anxiety subgroups. Conclusions: Depression, anxiety, and stress remain highly prevalent among university students in the post-pandemic period, highlighting a sustained mental health burden. Most studies were cross-sectional and relied on self-reported measures, with variability in sample sizes and sociocultural contexts, hindering comparability and generalizability. Despite these constraints, these findings highlight the urgent need for targeted mental health screening, preventive strategies, and accessible psychological support services within higher education settings.

During the COVID-19 pandemic, a significant impairment of sleep quality has been observed among healthcare professionals. This meta-analysis aimed to examine the global prevalence and severity of insomnia among healthcare workers during the acute phase of the pandemic and into the post-pandemic period. A systematic search of electronic databases and citation tracking identified 34 studies that met the inclusion criteria. Pooled prevalence and severity were calculated using a random-effects model. The influence of potential moderator variables was evaluated using subgroup analyses and meta-regressions. The estimated pooled prevalence of insomnia among healthcare workers was 43.5% (95% CI: 35.4%–51.9%). The pooled severity scores exceeded the clinical threshold for insomnia across all outcome measures. The multiple meta-regression model identified measurement instrument, geographical location, and response rate as significant predictors of prevalence estimates. The high rates of insomnia identified in this study highlight the need for targeted psychological support for healthcare professionals. Variability in prevalence estimates appears to be influenced by methodological factors as well as cultural and contextual differences. These findings underscore the importance of standardizing assessment tools and considering regional and cultural factors when designing mental health interventions and interpreting epidemiological data.

Background and Objectives: Data on mental health in university students have been increasingly concerning, with high prevalence rates of clinical conditions such as anxiety, stress, and depression. This study aims to evaluate the risk factors associated with mental health status and to develop a predictive model. Materials and Methods: A total of 242 university students were recruited (74.8% women). Participants’ ages ranged from 18 to 56 years (M = 25.81; SD = 7.59). Data collection were conducted through the Depression, Anxiety, and Stress Scale (DASS-21), the Big Five Inventory-10 (BFI-10), and the Coping Orientation to Problems Experienced Inventory (COPE-28). Results: Overall, mean scores across the three clinical dimensions are within the moderate range, but anxiety shows the highest mean value (M = 8.67, SD = 5.69) and is categorized as “extremely severe.” Additionally, identifying as female, living with family or roommates, and having high scores on passive coping styles were significant risk factors for mental health deterioration. In contrast, identifying as male, living with a romantic partner (cohabitation), and having high scores on the Responsibility personality trait were identified as protective factors against mental health impairment. Conclusions: Additional research is warranted to explore additional mediating variables and to develop specific intervention protocols for improving university students’ psychological well-being.

Data on mental health in emerging adulthood have been increasingly concerning, with high prevalence rates of clinical conditions such as anxiety, stress, and depression. This study aims to evaluate the risk factors associated with mental health status and to develop a predictive model. 242 university students were recruited (74.8% women). Ages ranged from 18 to 56 years (M = 25.81; SD = 7.59). Data collection was conducted through the Depression, Anxiety, and Stress Scale (DASS-21), the Big Five Inventory-10 (BFI-10), and the Coping Orientation to Problems Experienced Inventory (COPE-28). Normal scores were observed for stress and depression, whereas the most frequent score for anxiety was categorized as "extremely severe." Additionally, being female, living with family or roommates and scoring high on passive coping styles were significant risk factors for mental health deterioration. While, being male, living with a romantic partner, and scoring high on the ‘Responsibility’ personality trait were identified as protective factors against mental health impairment. Further research is needed to explore additional mediating variables and to develop specific intervention protocols for improving university students' psychological well-being.

This study examines academic burnout syndrome and its relation to personal and academic variables among university students in nursing and early childhood education programs in Spain. A total of 606 university students (primary education: 49.7%; nursing: 49.7%) of both sexes (71.5% female) with an average age of 20.68 years (SD = 1.65) participated. An ex post facto retrospective single-group design was planned. The instruments used were the Maslach Burnout Inventory-Student Survey (MBI-SS) and the NEO Five-Factor Inventory (NEO-FFI). Nursing students, who reported more study hours, less sleep, and lower grades, had higher academic burnout scores. Linear regression models were proposed to analyze the relationship between academic burnout, personality, and sociodemographic variables. Nursing students scored higher in emotional exhaustion and lower in cynicism, and they scored higher in neuroticism and openness. Furthermore, 16.1% of the variance in academic burnout was explained by personality variables as well as the degree studied, course year, and study hours. These findings suggest the importance of considering both academic and personality variables in understanding academic burnout in university students.

The study examines academic burnout syndrome and its relation to personal and academic variables among university students in nursing and early childhood education programs in Spain. A total of 606 university students (Primary Education: 49.7%; Nursing: 49.7%) of both sexes (71.5% female), and average age 20.68 years (SD = 1.65) participated. An ex post facto retrospective single-group design was planned. The instruments used were the Maslach Burnout Inventory-Student Survey (MBI-SS) and the NEO Five Factor Inventory (NEO-FFI). Nursing students, who showed more study hours, less sleep, and lower grades, had higher academic burnout scores. Linear regression models were proposed to analyze the relationship between academic burnout, personality, and sociodemographic variables. Nursing students scored higher in emotional exhaustion and lower in cynicism, and they scored higher in neuroticism and openness. Furthermore, 16.1% of the variance in academic burnout was explained by personality variables as degree, course and study hours. These findings suggest the importance of considering both academic and personality variables in understanding academic burnout in university students.