Date of Award

2020

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

Declining enrollment numbers and graduation rates, a shift towards performance-based funding, and decreasing revenue streams have incentivized institutions of higher education to explore both academic and non-academic factors that jeopardize student success. Although previous studies have identified mental health issues as a potential threat to academic achievement, most research has been conducted at four-year universities. To address this significant gap in the literature, this quantitative study utilized an online version of the Counseling Center Assessment of Psychological Symptoms (CCAPS-62) to examine relationships between mental health issues and several academic performance indicators in a sample of 876 first-time, first-term community college students. Results revealed high prevalence rates of psychological symptoms. Almost three fourths of participants scored high on at least one of the eight CCAPS-62 subscales and a complete absence of mental health issues was rare. Even though the impact of psychological symptoms on enrollment patterns was limited, students who reported significant mental health issues completed fewer credits and achieved lower GPAs during their first semester in college than their peers. Furthermore, the study identified significant relationships between the CCAPS-62 Distress Index, first-semester GPA, and several demographic characteristics. The discussion section examines findings from several theoretical standpoints and proposes areas of future study. Practical recommendations include elevating mental health to a strategic goal at two-year institutions, launching targeted initiatives to support at-risk students, and conducting additional research to further explore the relationship between mental health and academic achievement.

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