(PS6-D90) The Association of Gender, Race, and Sexual Orientation with Undergraduate Emotional and Academic Wellbeing: The Role of Campus Connectedness and Psychological Flexibility

Background: Clinically significant depression and anxiety among college students is a growing area of concern that has consequences for students’ wellbeing and their academic performance. Some demographic characteristics (e.g., race, gender, sexual orientation, and socioeconomic status) may put students at higher risk for experiencing emotional distress and compromised academic achievement during college. The present study examines the indirect associations of race, gender, sexual orientation, and financial aid (FA) status on mental health and grade point average (GPA) via campus connectedness and psychological flexibility.

Methods: First year college students (N = 765) completed the Campus Connectedness Scale (CCS), Acceptance and Action Questionnaire (AAQ-2; reverse scored to provide a measure of psychological flexibility), and two-item screeners for depression (PHQ-2) and anxiety (GAD-2). Students’ GPA and FA eligibility and receipt were pulled from institutional data. Structural equation modeling was used to test the fit of an SEM that posited the extent to which student characteristics (gender, sexual orientation, race, and FA) were associated with campus connectedness, psychological flexibility, anxiety, depression, and GPA. 

Results: The sample was ethnically diverse (48% White/European American, 30% Hispanic/Latino, 14% Black/African American), mostly women (70%), heterosexual (74%), receiving FA (69%, though 38% of those who did not receive FA qualified for it). Clinically significant GAD-2 (20%) and PHQ-2 (10%) were relatively uncommon. However, 55% indicated that they needed help for emotional or mental health problems such as feeling sad, blue, anxious, or nervous, in the past 12 months, 46% of whom had never received mental health care.

The fit of the full model was adequate: CFI = .924, RMSEA = .053 (.049, .056), SRMR = .049 (see Figure 1).

Being White (λ = .16) heterosexual (λ = .10), and receiving FA (λ = .11) was associated with greater campus connectedness, which was in turn associated with less anxiety (γ = -.26), and higher GPA (λ = -.21). On the other hand, being a racial or sexual orientation minority or not receiving FA was associated with lower GPA via lower campus connectedness and higher anxiety symptoms. 

Additionally, being male (λ = .19), heterosexual (λ = .31), and receiving FA (λ = .13) was associated with greater psychological flexibility, which in turn was associated with decreased anxiety (γ = -.62), and higher GPA (λ = -.21). In other words, being female, a sexual orientation minority, or not receiving FA was associated with lower psychological flexibility, which was associated with higher anxiety symptoms and lower GPA.  

Conclusions: Students of racially and sexually minoritized groups, women, and students without financial aid may be at particular risk for experiencing anxiety and depression, possibly due to relatively low social connection with their campus and/or greater struggle with difficult thoughts and feelings (i.e., less psychological flexibility). Additionally, anxiety was associated with poorer GPA. Programs to increase support for these students is warranted.