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Factors Associated with Academic Success among Nursing and Midwifery Students at Isfahan University of Medical Sciences: The Role of Mental Health Literacy and Individual and Academic Characteristics
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Fatemeh Ghaedi-Heidari   , Mozhgan Soheili * |
| , m.soheili@nm.mui.ac.ir |
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Abstract: (19 Views) |
Introduction: Academic success is an important indicator of student performance in higher education and is influenced by a range of individual and educational factors. Although mental health literacy has been recognized as an important psychological construct for promoting students’ mental health, its role in academic success remains unclear. Therefore, this study aimed to identify factors associated with academic success and to examine the role of mental health literacy and individual and academic characteristics in the academic success of nursing and midwifery students.
Methods: This descriptive cross-sectional correlational study was conducted among 135 nursing (n=107) and midwifery (n=28) students affiliated with Isfahan University of Medical Sciences, Iran, who met the eligibility criteria. Participants were selected using proportional and simple random sampling methods. Data were collected using a demographic and academic characteristics form, the Welles Academic Success Questionnaire, and the Mental Health Literacy Scale (MHLS) developed by O’Connor and Casey. Data were analyzed using SPSS version 22 through descriptive and inferential statistics, including the independent-samples t-test, Pearson’s correlation coefficient, and simultaneous multiple linear regression.
Results: The mean (SD) academic success score was 111.56 (14.19) among nursing students and 111.04 (10.87) among midwifery students. The mean (SD) mental health literacy score was 98.80 (7.52) and 99.81 (6.83) among nursing and midwifery students, respectively. Pearson’s correlation analysis demonstrated a statistically significant positive association between mental health literacy and academic success (r=0.58, p<0.001). The 95% bootstrap confidence interval for this correlation did not include zero, further supporting the statistical significance of the observed association. However, in the simultaneous multiple linear regression model, neither mental health literacy nor any of the examined individual and academic characteristics significantly predicted academic success.
Conclusion: The findings indicate that, in addition to mental health literacy, individual and academic variables were not able to predict academic success among nursing and midwifery students. Therefore, the role of other educational and psychological factors in students’ academic success should be further explored. Accordingly, academic success should be considered a complex and multifactorial phenomenon.
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| Keywords: Academic success, Health literacy, Midwifery, Students, Nursing, Mental Health |
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Full-Text [PDF 270 kb]
(13 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2026/07/3 | Accepted: 2026/09/1 | Published: 2026/09/1 | ePublished: 2026/09/1
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