Study-life integration and young adult students mental health

Abstract

Purpose The purpose of this paper is to investigate if study–life integration practice has an influence on young adult students’ mental health. Study–life integration in this paper is viewed from the occurrence of conflict and enrichment between two domains – study life and personal life. Design/methodology/approach This study used a quantitative approach with cross-sectional design. A total of 399 young adults from a university in the Klang Valley, Malaysia, were recruited as respondents. The result was analysed using SPSS hierarchical regression method. Findings This paper offers empirical evidence on study–life integration influences on young adults’ mental health. The findings from this paper suggested that higher anxiety and social dysfunction symptoms were linked to frequent conflict caused by interference from study to personal lives. The main sources for these conflicts were high academic stress and excessive academic-related behaviour. The findings also suggested that greater academic achievement, although improving young adults’ personal life, was associated with greater symptoms of social dysfunction. On a positive note, the feeling of positive emotion experienced from study life associated with less social dysfunction. Originality/value Providing better access to social and community facilities within the institution is essential to help the young adults to effectively bridge the gap between study life and personal life. Opportunity to pursue personal life in the institution can promote a healthier relationship between the study and personal domains among young adults. A healthy relationship between these two domains can nurture positive emotion, which is a key to improving young adults’ mental health.