Spss of Mental Health Issues of LMD Students of Larbi Ben Mhidi

SECTION: 01
The mind state of the EFL students
Third year EFL students of the English Department at Larbi Ben M’hidi
University come from diverse social backgrounds and are currently navigating
unique life trajectories, each one of them is different and unique and has a life
story of their own. These stories are exceptional and each one of them got a
specific impact on their mental health.
And in order to gain a comprehensive understanding of the state of mental
health among this cohort, we kindly request you to complete the following
questionnaire. This will enable us to identify potential areas of concern and
facilitate the implementation of targeted interventions to support the mental
health and well-being of our students.
Questions:
1-Your gender is:
 Female
 Male
Your gender Frequency Percentage Average Standard

is deviation
Female 55 87.3 1.13 0.33
Male 8 12.7
Total 63 100
Your gender is
Pourcentage Pourcentage
Fréquence Pourcentage valide cumulé
Valide Femal 55 87.3 87.3 87.3
Male 8 12.7 12.7 100.0
Total 63 100.0 100.0
The analysis focuses on how the participants' genders are distributed based on the data
presented. The information shows that out of the 63 individuals, 55 (87.3%) of them
identified as female and 8 (12.7%) as male.
We can determine the average and standard deviation in order to better evaluate the data.
Calculating the average and standard deviation in this situation is not suitable, though,
because the data represent categorical variables (gender). Statistical metrics like these are
frequently applied to numerical data.
In this instance, the frequency and percentage columns give a clear picture of the participants'
gender distribution. While the percentage denotes the proportion of participants inside each
category, the frequency denotes the number of participants in each category.

The findings show that there is a clear gender gap among the study participants, with females
making up the majority of them. This finding might point to a future pattern where males are
more likely to pursue work options than scholarly endeavours, particularly during their
undergraduate years. This finding supports the theory that decisions people make at this time
of their lives may be influenced by societal circumstances and job aspirations.

2- What is your age range?
 20-25
 25-30
 30-50
 Other
What is your Frequency Percentage average Standard

age range? deviation
20-25 54 85.7 1.17 0.46
25-30 7 11.1
30-50 2 3.2
Total 63 100
What is your age range?
Valide 20-25 54 85.7 85.7 85.7
25-30 7 11.1 11.1 96.8
30-50 2 3.2 3.2 100.0
Total 63 100.0 100.0
The data supplied shows the age demographics of the study subjects in various age brackets.
The bulk of participants (85.7%) were between the ages of 20 and 25, while just 11.1% were
between the ages of 25 and 30. 3.2% of participants, a very small proportion, were in the 30–
50 age bracket. The participants' age distribution had a mean of 21.33 and a standard
deviation of 0.98.
This information demonstrates that a sizeable percentage of the participants were young, in
line with the age range of typical university students. The concentration of participants
between the ages of 20 and 25 shows that this cohort constitutes the bulk of the sample and
may offer insightful information about the experiences and viewpoints of young adults in
regard to the study's goals. When evaluating the study results, it is crucial to take the age
distribution of the participants into account since it may affect how generalizable and
applicable the findings are to different age groups.
According to the data, a sizable majority of survey students (85.7%) were between the ages
of 20 and 25, which is the normal age for people seeking higher education. This result
indicates that the majority of participants fall within the age bracket that is consistent with the
typical academic trajectory. On the other side, fewer participants (11.1%) were into the 25–30
age bracket. People who take a vacation from their education, either to get work experience
or deal with personal issues, may be a part of this group. It's also possible that some
participants in this age group ran into difficulties while pursuing their education, which
caused them to put off finishing their coursework. In addition, just 3.2% of participants were
in the 30–50 age range.

This subgroup may include people who chose to continue their education later in life for a
variety of reasons, including personal circumstances, financial limitations, or a desire to
enhance their professional chances. Age can impact viewpoints, experiences, and the
relevance of the study's findings to other age groups, hence it is crucial to take these age-
related trends into account when evaluating the data and interpreting the results.
3-Do you feel that this is your actual age?

 Yes
 No
Do you feel Frequency Percentage average Standard

that this is deviation
your actual
age?
Yes 25 39.7 1.60 0.49
No 38 60.3
Total 63 100
Do you feel that this is your actual age?
Fréquence Pourcentage valid cumuli
Valid Yes 25 39.7 39.7 39.7
No 38 60.3 60.3 100.0
Total 63 100.0 100.0
When asked if they believe their current age to be their real age, 39.7% of the participants
responded "Yes" based on the information given. As opposed to this, 60.3% of the
participants responded "No." This implies that a sizeable percentage of the participants do not
believe their current age truly represents their true age. This question's average score is 1.60,
which suggests a propensity for "No" responses. The participants' responses may have been
variable, as indicated by the standard deviation of 0.49. The factors influencing how they
perceive their age and how those factors connect to their individual situations and
experiences merit more investigation.
According to the data and participant replies, only 39.7% of the students said they felt their
real age was consistent with their current age, while 60.3% said they did not. When
participants choose to say "No," they offered insightful details about their own experiences.
These pupils talked about going through trying times, feeling stress, pressure, challenging
conditions, losing a loved one, and coping with overthinking and exhaustion as a result of
issues. On the other hand, individuals who chose "Yes" spoke of feeling happier, younger,
and like their lives were going well.

According to the examination of these answers, a significant percentage of the participants
may be dealing with challenges that cause a gap between their perceived and actual ages.
Stress, pressure, challenging situations, and personal losses appear to affect how they view
their age. On the other hand, people who feel younger and happier might have a more upbeat
attitude on life, which might affect how old they think they are.
It is crucial to remember that these conclusions are based on self-reported data, and that each
person's views and experiences will be unique. However, this information illuminates the
potential impact of many events on the participants' assessment of their age and offers
insightful information on the participants' subjective views about it. A deeper knowledge of
the participants' well-being and how it relates to how they perceive their age may result from
further study and investigation of these replies.
4- How long have you been studying English in the department?
How long Frequency Percentage average Standard

have you deviation
been
studying
English in the
department
4-5 Years 25 39.7 1.60 0.49
3 Years 38 60.3
Total 63 100
From the collected data, it can be observed that 39.7% of the participants in the English
language department have studied for 4-5 years, while the other 60.3% of the participants
have studied for 3 years. The average time spent learning English for the participants was
3.92 years with a standard deviation of 0.49. These results showed that the majority of
students (60.3%) studied in the English department for 3 years. In particular, the distribution
of participants by different study periods provides an insight into students' academic journeys
and level of English language experience.
5- Did you ever take time off from studying at school or university?
 Yes, I did.
 No, I didn’t.
Did you ever take time off from studying at school or university
Valide Yes, i did 25 39.7 39.7 39.7
No, i didn't 38 60.3 60.3 100.0
Total 63 100.0 100.0
The data reveals that out of the total participants, 39.7% (25 out of 63) indicated that they
have taken time off from studying at school or university. On the other hand, the majority of
respondents, 60.3% (38 out of 63), reported that they have not taken any breaks from their
studies. The average for this question is 1.60, with a standard deviation of 0.49, suggesting a
moderate level of variability in the responses. These findings highlight that a significant
portion of the participants have experienced interruptions in their academic journey, while the
majority have maintained a continuous study pattern.

From questions 4 and 5, it can be concluded that the majority of participants (60.3%) chose
the opportunity to study English at the department for three years and they are the same
which said “no”, they didn’t take a break from studying. This means that a large number of
participants did not drop out or take a break from school. This indicates that they are more
likely to continue in the program without requiring an additional academic year or repeating
any academic year. On the other hand, the participants (39.7%) who chose to study English
for 4-5 years there are the same who choose “yes” and an answer, and they may have chosen
a different path. This might include cases where some students decide to repeat a year or take
a break, resulting in longer English study duration, also it is important to note that individual
circumstances and personal preferences may influence their decision to extend their studies
beyond the normal three-year period.
6- Was English your first choice?
 Yes
 No
7- If your answer is No, please tell us what was your first choice?
----------------------------------------------------------------------------------------------------------------
Was English
Standard
your first Frequency Percentage Average
deviation
choice?
Yes 45 71.4
No 18 28.6 1.28 0.45
Total 63 100
Was English your first choice?
Valide Yes 45 71.4 71.4 71.4
No 18 28.6 28.6 100.0
Total 63 100.0 100.0
The data showed that 71.4% (45 out of 63) of the participants indicated that English was their
first choice of study. In contrast, 28.6% (18 out of 63) indicated that English was not their
initial choice. The mean for this question is 1.28 and the standard deviation is 0.45, indicating
a moderate degree of response variation. These results show that most of the participants
were willing to choose English as their main field of study, but a small number had other
choices.
What was Frequency Percentage average Standard
your first deviation
choice?
English 45 71.4 1.28 0.46
Medical 12 20
specialities
Other 6 8.6
Specialities
The data shows that 45 out of the 63 students 71.4% stated that they would first choose to
study English. This high number shows that many individuals were drawn to studying
English because of the English language, culture, or environment in general, however, 20%
of respondents (12 individuals) said that their first option was a career in medicine, such as
becoming a dentist or doctor. These individuals could have had a particular passion for the
healthcare industry or aspired to work in medicine. It's noteworthy to note that a lower
percentage of participants (8.6%, or 6 individuals) stated that they had previously thought of
pursuing different careers including journalism, law, teaching ENS, or continuing their
studies in management and business.

SECTION: 02
Mental Health
Mental health refers to how well we can cope with the challenges and
emotions of everyday life. It involves our ability to think, feel, and act in ways
that allow us to enjoy life, build positive relationships with others, and handle
difficult situations. It is an essential factor for overall well-being, and students
need to prioritize their mental health, especially in the academic field in order to
achieve their best protentional and to be successful on the academic and the
personal level.
Filling out this questionnaire would help us in discovering your experience with
mental health during college time and identifying potential areas of concern to
be improved in hope of making your academic experience better and worth it.
Questions:
8- Have you ever experienced any mental health issues during your time at university?
 Yes
 No
 Maybe, not sure
Have you
ever
experienced
any mental Standard
Frequency Percentage Average
health issues deviation
during your
time at
university?
Yes 21 33.3
No 25 39.7
Maybe, not 17 27.0 1.94 0.78
sure
Total 63 100
Have you ever experienced any mental health issues during your time at university?
Valide Yes 21 33.3 33.3 33.3
No 25 39.7 39.7 73.0
Maybe, not 17 27.0 27.0 100.0

sure
Total 63 100.0 100.0

According to the collected data, 33.3% of the participants (21 people) reported that they had
encountered mental health problems during their study journey. This shows that a large part
of the participants faced mental health problems during their studies and that’s might be due
to stress, anxiety, pression or unknown life problems on the other hand, 39.7% of the
participants (25 people) indicated that they had no mental health problems during the years of
study. Notably, 27.0% of participants (17 people) were unsure or undecided if they had a
mental health problem because they were not sure or maybe they didn’t understand
themselves, which may indicate a lack of awareness or difficulty identifying and
acknowledging such problems, however these findings highlight the prevalence of mental
health problems among university students and the need for adequate support and resources
to address and decrease or control this issue.
9- To what extent do you think that college effects your mental health?
 Not at all
 Very little
 Somewhat
 Extremely
To what extent do you

think that college
Frequency Percentage
effects your mental
health?
Not at all 4 6.3
Very little 10 15.9
Somewhat 26 41.3
Extremely 23 36.5
Total 63 100
To what extent do you think that college effects your mental health?
Valide Not at all 4 6.3 6.3 6.3
Very little 10 15.9 15.9 22.2
Somewhat 26 41.3 41.3 63.5
Extremely 23 36.5 36.5 100.0
Total 63 100.0 100.0

Participants were questioned about how much they believed college had impacted their
mental health based on the data gathered. 6.3% (4 participants) of the total said college had
no impact on their mental health. 10.5% of respondents (15.9%) claimed that college had
minimal impact on their mental health, and 41.3% of respondents (26 persons) noted how
college had in some way impacted their mental health. On the other side, a sizeable
percentage of 36.5% (23 respondents) said that attending university had a huge influence on
their mental health. These results show that a sizable proportion of participants thought
college had a major effect on their mental health, and from this data we can conclude that
university has a huge impact on student's wellbeing.
10- Do you think that mental health effects your quality time at university?
 Definitely
 Somewhat
 Very Little
 Not at All
Do you think Frequency Percentage average Standard
that mental deviation
health effects
your quality
time at
university?
Definitely 31 49.2 1.75 0. 90
Somewhat 21 33.3
Very Little 7 11.1
Not at All 4 6.3
Total 63 100
Do you think that mental health effects your quality time at university?
Valide Definitely 31 49.2 49.2 49.2
Somewhat 21 33.3 33.3 82.5
Very Little 7 11.1 11.1 93.7
Not at All 4 6.3 6.3 100.0
Total 63 100.0 100.0

In this question the statistics showed that 49.2% of respondents (31 individuals) believed that
their mental health will unquestionably influence their quality of life in college. 21 persons,
or 33.3%, claimed that their mental health in some way impacted their quality time. 6.3% (4
individuals) and 11.1% (7 people) respectively indicated mental health had no influence on
their quality time while 11.1% (7 people) felt it had a minimal impact.
And for those who indicated that university affects their quality time, it is likely because they
experience feelings of pressure, stress, and anxiety, which can have a negative impact on
their mental well-being and time management, also we should put in consideration that the
demanding nature of academic responsibilities, such as assignments, exams, and coursework,
creates a constant sense of pressure and stress which can be overwhelming and leave little
time for the personal activities or self-care.
11- How often do you experience mental health problems that affect your academic
performance?
 All the time

 Sometimes
 Rarely
 Never
How often do Frequency Percentage Average Standard

you deviation
experience
mental
health
problems
that affect
your
academic
performance
?
All the time 16 25.4 1.87 0.61
Sometimes 39 61.9
Rarely 8 12.7
Total 63 100
How often do you experience mental health problems that affect your academic
performance?
Valide All the time 16 25.4 25.4 25.4
Sometimes 39 61.9 61.9 87.3
Rarely 8 12.7 12.7 100.0
Total 63 100.0 100.0
We can see from the findings, 16.4% of the participants (out of 63) said their mental health
issues "always" influence their performance in class, furthermore, 39 out of 63 people
(61.9%) reported having these problems "sometimes." 12.7% of the participants, or 8 out of
63, said they encountered these issues "rarely" this suggests that the majority of students
experience mental health issues, which have varied degrees of an influence on their learning
quality and academic performance.
12- When do you usually experience mental health problems that affect your academic
performance?
 During exams
 Before exams
 While presenting (oral presentation)
 Other options
When do you Frequency Percentage Average Standard

usually deviation
experience
mental
health
problems
that affect
your
academic
performance
?
During exams 15 23.8
Before exams 26 41.3
While
presenting
16 25.4
(oral
presentation) 2.21 0.92
Other options 6 9.5
Total 63 100
When do you usually experience mental health problems that affect your academic
performance?
Valide During exams 15 23.8 23.8 23.8
Before exams 26 41.3 41.3 65.1
While 16 25.4 25.4 90.5

presenting (oral
presentation)
Other options 6 9.5 9.5 100.0
Total 63 100.0 100.0
Well, the data of this question reveals that 15 student of the participants (23.8%), claimed to
have mental health issues that have an impact on their ability to function academically,
particularly during examinations. Additionally, 26 out of 63 respondents (41.3%) stated
having similar difficulties prior to tests. 25.4% (16 out of 63) of those giving oral
presentations said they had mental health problems while doing so. 9.5% of respondents (6
out of 63) said "Other options" when asked when they typically have mental health issues
that affect their academic performance and we can conclude from these statistics that oral
presentation and exams release a huge stress on the student mental state.
13- How Much do you agree with the following statements?
I think mental health affects my ability to concentrate during class.

 Strongly agree.
 Somewhat Agree
 Neither agree nor disagree
 Somewhat disagree.
 Strongly disagree
I think
mental
health affects Standard
my ability to deviation
concentrate
during class.
Strongly 44 69.8 1.43 0.75
agree.
Somewhat 13 20.6
Agree
Neither agree 4 6.3
nor disagree
Somewhat 2 3.2
disagree.
Total 63 100
I think mental health affects my ability to concentrate during class.
Valide Strongly agree. 44 69.8 69.8 69.8
Somewhat 13 20.6 20.6 90.5

Agree
Neither agree 4 6.3 6.3 96.8

nor disagree
Somewhat 2 3.2 3.2 100.0

disagree.
Total 63 100.0 100.0
69.8% of participants which are 44 out of 63, they strongly do believe that their mental health
affects their ability to focus in class and according to the statistics this shows that many
students believe that their mental health has a direct Influence on their ability to concentrate
and pay attention in class, additionally, 20.6% (13 out of 63) of respondents said they only
slightly agreed with this statement, showing that a sizable proportion of students are aware of
the impact mental health has on their ability to concentrate, on the other side, just a small
portion, 6.3% (4 out of 63), agrees or disagrees somewhat, and only 3.2% (2 out of 63)
strongly disagrees, these results underline the significance of mental health in terms of
ruining students' productivity and concentration in the classroom.
I think that mental health state, stress and anxiety affects the quality of learning.
 Strongly agree.
 Somewhat Agree
 Neither agree nor disagree
 Somewhat disagree.
 Strongly disagree.
I think that Frequency Percentage Average Standard

mental deviation
health state,
stress and
anxiety
affects the
quality of
learning.
Strongly 50 79.4
agree.
Somewhat 8 12.7
Agree
nor disagree
Somewhat 2 3.2
disagree.
Strongly 1 1.6
disagree.
Total 63 100
I think that mental health state, stress and anxiety affects the quality of learning.
Valide Strongly agree. 50 79.4 79.4 79.4
Somewhat 8 12.7 12.7 92.1

Agree

nor disagree
Somewhat 2 3.2 3.2 98.4

disagree.
Strongly 1 1.6 1.6 100.0

disagree.
Total 63 100.0 100.0
The analysis shows that a large number of participants which is 79.4% (50 out of 63),
strongly agree that their mental health state, stress, and anxiety have a huge impact on the
quality of their education, this shows that a significant majority of students are aware of the
connection between mental health and learning effectiveness, additionally, 12.7% of
respondents (8 out of 63) said they only slightly agreed with this statement showing that a
sizable portion of students understand the link between their mental health and how well they
study. however, just a small portion, 3.2% (2 out of 63), agrees or disagrees with the
assertion, and the same proportion somewhat disagrees. 1 out of 63 people, or 1.6%, strongly
disagree with the statement, and I truly believe that he did not pay attention to the statement
or he might be mistaken.
14- How often do you engage in self-care to manage your mental health issues?
 Always
 Often
 Sometimes
 Never
How often do Frequency Percentage Average Standard

you engage deviation
in self-care to
manage your
mental
health
issues?
Always 11 17.5 2.48 0.98
Often 22 34.9
Sometimes 19 30.2
Never 11 17.5
Total 63 100
How often do you engage in self-care to manage your mental health issues?
Valide Always 11 17.5 17.5 17.5
Often 22 34.9 34.9 52.4
Sometimes 19 30.2 30.2 82.5

Never 11 17.5 17.5 100.0
Total 63 100.0 100.0
The results revealed that 17.5% (11 of 63) of the participants always used self-care to manage
their mental health issues and challenges, this suggests that a small but significant percentage
of students consistently use self-care as a method to deal with mental health, and 34.9% (22
of 63) reported regularly practicing self-care, indicating that more students regularly struggle
with managing their mental health, also 30.2% (19 of 63) responded that they occasionally
used self-care, and 17.5% reported that they never use self-care to address their mental
health, overall, these findings demonstrate the necessity of educating students about the
advantages of self-care routines in order to manage mental health concerns and advance
general overall well-being.

15- Do you feel that your university provides adequate support and resources for students
struggling with mental health?
 Yes
 No
 Other
Do you feel Frequency Percentage Average Standard

that your deviation
university
provides
adequate
support and
resources for
students
struggling
with mental
health?
Yes 5 7.9 1.97 0.36
No 55 87.3
Other 3 4.8
Total 63 100
Do you feel that your university provides adequate support and resources for
students struggling with mental health?
Valide Yes 5 7.9 7.9 7.9
No 55 87.3 87.3 95.2
Other 3 4.8 4.8 100.0
Total 63 100.0 100.0

The data shows that only 7.9 % believe that their universities provide sufficient support and
resources for students who are struggling with mental health, however this demonstrates how
poorly satisfied pupils are with available resources, on the other hand the majority of the
students (87.3% 55 of 63) gave negative responses, suggesting that they don't think their
university offers enough help for mental health difficulties and that maybe because some of
them have struggled with mental health challenges and they did not found any support, rather
than the reason behind their mental health issues might be caused by the university itself,
however, this research suggests that university support services may have gaps that might
have an impact on students' academic progress and overall well-being, also a small category
4.8% (3 of 63) chose "Other," indicating that individuals may have conflicting or ambiguous
views on the sufficiency of campus mental health facilities and assistance.
16- Do you think that your department should provide more education on mental health
awareness and resources?
 Yes
 No
Do you think Frequency Percentage Average Standard
that your deviation
department
should
provide more
education on
mental
health
awareness
and
resources?
Yes 55 87.3 1.13 0.33
No 8 12.7
Total 63 100
Do you think that your department should provide more education on mental health
awareness and resources?
Valide Yes 55 87.3 87.3 87.3
No 8 12.7 12.7 100.0
Total 63 100.0 100.0

The data shows that the majority of respondents (55 out of 63, 87.3%) said that their
department should provide more training and information on mental health resources and
awareness, this demonstrates the tremendous desire and gratitude among students for further
assistance in comprehending, controlling and managing their mental health challenges, this
research emphasizes how critical it is to increase understanding, lessen stigma, and inform
students of the services available for mental health support, however, fewer respondents (12.7
percent (8 of 63)) claimed that they did not believe or see that their department required to
provide greater training on mental health services and awareness.

17- Do you think that if a student learned how to properly manage their mental health state,
their academic life and scores would improve for the better?
 Yes
 No

that if a deviation
student
learned how
to properly
manage their
mental
health state,
their
academic life
and scores
would
improve for
the better?
Yes 61 96.8 1.03 0.18
No 2 3.2
Total 63 100
Do you think that if a student learned how to properly manage their mental health
state, their academic life and scores would improve for the better?
Valide Yes 61 96.8 96.8 96.8
No 2 3.2 3.2 100.0
Total 63 100.0 100.0

The data showed that most participants (96.8% (61 out of 63)) believed that students'
academic lives and grades would be better if they learned how to properly manage their
mental health, this showed that individuals had a high belief in the association between
academic success and mental health and these students truly understand how essential it is to
be aware of mental health concerns and how it may affects their ability to succeed and gather
better grades. On the contrary a tiny minority of respondents (3.2%) only 2 students, they had
a whole different viewpoint, showing that they did not necessarily think that having mental
health issues would boost their academic achievement.
18- Are you happy and motivated with this specialty?

 Yes
 No
 Other
Are you Frequency Percentage Average Standard

happy and deviation
motivated
with this
specialty?
Yes 37 58.7 1.76 0.94
No 4 6.3
Other 22 34.9
Total 63 100
Are you happy and motivated with this specialty?
Valide Yes 37 58.7 58.7 58.7
No 4 6.3 6.3 65.1
Other 22 34.9 34.9 100.0
Total 63 100.0 100.0
The data show that over the 63 respondents only37 answered "Yes" when asked if they were
happy and motivated with this specialty. 22 respondents fell into the "Other" category,
presenting replies that don't fit into a simple "Yes" or "no." And the other four respondents
replied with "No," suggesting they are not pleased and exciting with this speciality.
And for case of the percentages, it can be seen that 58.7% of the respondents selected "Yes,"
demonstrating their motivation and contentment. 6.3% of respondents said "No," while
34.9% selected "Other”, overall we may infer from the statistics that the vast majority of
respondents (58.7%) reported happiness and motivation with their speciality due to their
feeling of motivation and exactness studying this filed, on the contrary a minor percentage
(6.3%) of respondents said they weren't content and motivated and yet a sizable chunk
(34.9%) of respondents gave answers in the category "Other" suggests a spectrum of different
viewpoints and unknow thoughts.
19- Do you feel comfortable talking to your EFL teachers or language instructors about your
mental health issues?
 Always
 Frequently
 Occasionally
 Sometimes
 Rarely
 Never
Do you feel Frequency Percentage Average Standard

comfortable deviation
talking to
your EFL
teachers or
language
instructors
about your
mental
health
issues?
Always 2 3.2 4.81 1.35
Frequently 4 6.3
Occasionally 3 4.8
Sometimes 11 17.5
Rarely 18 28.6
Never 25 39.7
Total 63 100
Do you feel comfortable talking to your EFL teachers or language instructors about
your mental health issues?
Valide Always 2 3.2 3.2 3.2
Frequently 4 6.3 6.3 9.5
Occasionally 3 4.8 4.8 14.3
Sometimes 11 17.5 17.5 31.7
Rarely 18 28.6 28.6 60.3
Never 25 39.7 39.7 100.0
Total 63 100.0 100.0

The data shows that 2 people (3.2%) out of the 63 students said that they felt comfortable
"Always" talking about their mental health difficulties with their EFL teachers or language
and when asked how often they felt comfortable, four students (6.3%) said "Frequently,"
whereas three students (4.8%) said "Occasionally", additionally, 25 students (39.7%) stated
they felt comfortable discussing their mental health difficulties with their EFL professors or
language teachers "Never," whereas 11 students (17.5%) said they felt comfortable
"Sometimes," 18 students (28.6%), and the majority of 25 students (39.7%) said they felt
comfortable "Rarely, and for the percentage: Based on the percentages, it is evident that the
majority of students (39.7%) said they had never felt at ease talking about their mental health
problems with their EFL professors or language instructors, also 28.6% of students said they
seldom felt comfortable. The remaining percentages show varied degrees of comfort; smaller
percentages report feeling comfortable occasionally (17.5%), occasionally (4.8%), regularly
(6.3%), and usually (3.2%), we can conclude that the big majority is underline under the
category of “ Rarely and Never” and that maybe because they’ve never felt comfortable to
share their true emotions and thoughts with their EFL teachers, and that’s may go back to
many reasons like the fact that some teachers may seem cruel or hard to deal with, some also
may look difficult and stubborn and others may have a reputation in the department for being
hard to deal with which results in a feeling of avoidance between the teachers and students.
20- What stresses you out the most about learning English?
 Oral presentations
 Exams and tests
 Scores
 Teachers
 The educational programme
 Something else, please specify.
What Frequency Percentage Average Standard
stresses you deviation
out the most
about
learning
English?
Oral 27 42.9 2.16 1.37
presentations
Exams and 18 28.6
tests
Scores 7 11.1
Teachers 3 4.8
The 8 12.7
educational
programme
Total 63 100
What stresses you out the most about learning English?
Valide Oral 27 42.9 42.9 42.9

presentations
Exams and 18 28.6 28.6 71.4

tests
Scores 7 11.1 11.1 82.5
Teachers 3 4.8 4.8 87.3
The educational 8 12.7 12.7 100.0

programme
Total 63 100.0 100.0

The data shows that from 63 students only 27 (42.9%) said that participating in oral
presentations was the part which caused them the biggest amount of stress and for exams and
tests were noted by 18 students (28.6%), also for scores were particularly identified as a
significant source of stress by 7 students (11.1%).
Also, teachers (who received 3 responses, or 4.8%) and the educational plan (8 responses, or
12.7%) were additional stressors.
However, the majority of students which is about (42.9%) pointed that oral presentations as
the most challenging part of learning English, according to the statistics, exams and tests
were claimed to be stressful by 28.6% students, while scores were mentioned as a severe
stressor by 11.1% of respondents, in addition, teachers (4.8%) and the educational curriculum
(12.7%) were mentioned as stressors in smaller amounts.

For oral presentations it is claimed to be the most stressful type of situation for students and
that’s maybe due to many aspects like the lack of confidence for some students and others
may have social anxiety disorder or speaking in public phobia, and according to 28.6% of
students, tests and exams cause stress, reflecting the pressure and anxiety associated with
assessment and evaluation, additionally, a sizable percentage of respondents (11.1%) said that
their stress levels are influenced by their grades, particularly their dread of receiving bad
grades.
21- What do you think that teachers can do to help you improve your learning journey?
regarding mental health?
From the answers of this question, 99% of the responses focused mainly on using QSM
questions that are based on understanding and limiting the lesson like no more than “5”
lesson in an exam and using better techniques that keeps the students motivated and
interested with the lesson.
SECTION:03
Scores
In this section, we are hoping to seek insights into the effect of
scores on student's attitude and how they deal with the feelings and
emotions that appear from getting a low or good score.
Questions:
22- When was the last time you had a low grade (bad mark) at university?
 Yesterday
 A week ago
 A month ago
 A very long time ago
When was Frequency Percentage Average Standard

the last time deviation
you had a
low grade
(bad mark) at
university?
A week ago 6 9.5 3.44 0.67
A month ago 23 36.5
A very long 34 54.0
time ago
Total 63 100
When was the last time you had a low grade (bad mark) at university?
Valide A week ago 6 9.5 9.5 9.5
A month ago 23 36.5 36.5 46.0
A very long 34 54.0 54.0 100.0

time ago
Total 63 100.0 100.0

The data shows that from 63 students, 6 students (9.5%) stated that they had received a poor
grade (low mark) just one week prior, and a month earlier about 23 students (36.5%) earned a
bad grade, while the majority of 34 students (54.0%) said it had been a very long time since
they had a bad score, we can conclude that the majority of respondents (54.0%) stated in the
survey that it has been a very long time since they obtained a bad mark at university and this
indicates that the majority of responders have recently had successful academic years.
Yet a sizable number of respondents (36.5%) (23 student) claimed to have received a poor
grade one month prior, suggesting that they had very recently some academic difficulties in
their learning journey, however, a smaller category of 6 students (9.5%) got a low grade as
recently as one week ago, indicating that some people may still be having academic
problems.
23- How did you feel about getting a bad mark (low grade)?
 Sad
 Angry
 Anxious
 Nothing
 Other
How did you Frequency Percentage Average Standard

feel about deviation
getting a bad
mark (low
grade)?
Sad 24 38.1 2.19 1.12
Angry 11 17.5
Anxious 22 34.9
Nothing 4 6.3
Other 2 3.2
Total 63 100
How did you feel about getting a bad mark (low grade)?
Valide Sad 24 38.1 38.1 38.1
Angry 11 17.5 17.5 55.6
Anxious 22 34.9 34.9 90.5
Nothing 4 6.3 6.3 96.8
Other 2 3.2 3.2 100.0
Total 63 100.0 100.0

The data shows that 24 out of the 63 student (38.1%) said they felt depressed after getting a
poor grade, and 11 student (17.5%) said they were upset, while 22 (34.9%) said they were
worried, and only two students (3.2%) fell into the "Other" category, offering replies that
don't fit into the specified alternatives, while four respondents (6.3%) said they felt nothing at
all, however, based on the results' percentages, the majority of students (38.1%) claimed to
experience sadness after earning a low grade, also (34.9%) reported feeling apprehensive,
while (17.5%) reported feeling furious, and (6.3%) said they had no specific feelings, while
3.2% said they had "Other" feelings.
It is clear from the research that getting a negative grade (low mark) causes most of the
students to experience a range of emotions, for sadness it was the most often reported
emotion, with 38.1% of respondents reporting it, so we conclude that a sizable majority of
people experience disappointment or discouragement when their academic performance falls
short of expectations.
24- What were the causes behind getting bad scores?
 Stress
 Anxiety
 Not having been prepared
 Difficulty of the assignment
 All of the above
 None of the above
 Other
What were the causes behind getting bad scores?
Valide Stress 13 20.6 20.6 20.6
Anxiety 6 9.5 9.5 30.2
Not having 22 34.9 34.9 65.1

been prepared
Difficulty of the 5 7.9 7.9 73.0

assignment
All of the above 15 23.8 23.8 96.8
None of the 2 3.2 3.2 100.0

above
Total 63 100.0 100.0
What were Frequency Percentage Average Standard

the causes deviation
behind
getting bad
scores?
Stress 13 20.6 3.14 1.50
Anxiety 6 9.5
Not having 22 34.9
been
prepared
Difficulty of 5 7.9
the
assignment
All of the 15 23.8
above
None of the 2 3.2
above
Total 63 100
The data shows that 13 student (20.6%) out of the 63 blamed their low ratings grades to stress
and 22 student (34.9%) blamed lack of preparation for their poor performance, while 6
students (9.5%) chose fear, also the assignment's complexity was mentioned as a contributing
factor by 5 students (7.9%), additionally, 15 student (23.8%) said that a combination of all
the previously stated factors contributed to their poor test results, and only 2 (3.2%) students
has chosen “none of the above”.
In addition, the most chosen reason for poor results was not being prepared, which was cited
by 34.9% of student, and about 20 student 6% noted stress, and 9.5% stated anxiety. 7.9% of
those surveyed said the task was tough and difficult, also, a big percentage of respondents
(23.8%) claimed that the combination of all the variables is the reason behind their poor test
results, 3.2% of the students reported having none of the mentioned factors.
According to the statistics, being unprepared was the most often chosen reason for poor
performance, with a sizable percentage (34.9%) attributing their poor performance to this
reason, this suggests that a lack of preparation, such as insufficient studying or a lack of
comprehension of the subject, has a big impact on academic achievement.
And as we can notice that 20.6% of respondents cited stress as the reason for their poor
grades this highlights the negative effects of stress on academic performance, also 9.5%
expressed anxiety, indicating that emotional issues may play a role in lowering the students'
performance.
25- How do you cope with having a low grade?
 I take it easy.
 I blame myself.
 I blame my teacher.
 I will make more efforts next time.
 I simply don’t care at all.
How do you
cope with Standard
having a low deviation
grade?
I take it easy. 14 22.2
I blame 27 42.9
myself.
I blame my 6 9.5
teacher. 2.38 1.10
I will make 16 25.4
more efforts
next time.
Total 63 100
The data shows that out of 63 student, 14 (22.2%) said they relax and taking it easy as a
coping strategy after receiving a poor grade and 27 student (42.9%) felt like it’s their fault
and blamed their selves while 6 students (9.5%) said they were feel like blaming the teacher
is the right thing to do, In order to deal with receiving a poor grade, 16 student (25.4%) said
they would put in more effort the next time.
However, based on the percentages, blaming themselves was the most often stated coping
strategy, used by 42.9% of students and that’s might be due to the realization the it’s non
one’s fault expects the student regarding his scores, also 22.2% of respondents said they were
taking it easy and that’s the chilling type and which is also the right thing to do cause regret
and feeling negative emptions won't change the score, while 9.5% blamed the teacher and
They might be right sometimes to think or feel this way because they may find that some
teachers are cruel and don’t encourage their students.

26- How do you feel when you get a good grade?
 Happy
 Excited
 Nothing
 Other
How do you Frequency Percentage Average Standard

feel when deviation
you get a
good grade?
Happy 34 54.0 1.56 0.69
Excited 24 38.1
Nothing 4 6.3
Other 1 1.6
Total 63 100
How do you feel when you get a good grade?
Percentage Percentage
Frequency Percentage valide cumulé
Valid Happy 34 54.0 54.0 54.0
Excited 24 38.1 38.1 92.1
Nothing 4 6.3 6.3 98.4
Other 1 1.6 1.6 100.0
Total 63 100.0 100.0

The data shows that 34 of the 63 (or 54%) said they are pleased when they get a good grade,
in comparison, four respondents (6.3%) reported feeling nothing, while about 14 student
(38.1%) said they were excited and only one (1.6% of respondents) gave a comment that
didn't fall within one of the predetermined categories, falling under the "Other" category.
The data revels based on the percentages that happiness was the most often stated emotional
reaction to obtaining a good grade, with 54.0% of respondents saying they have experienced
it whenever they get a good grade and 38.1% of the students reported excitement, indicating a
high positive response to academic accomplishment, and a tiny category (6.3%) claimed to
have no reaction to receiving a high grade or a good mark which might sounds weird and odd
for many, however another neutral reaction one student (1.6% ) gave a response that didn't
fall within one of the predetermined categories and he choose “others”.
Overall, is clear from the data that the majority of students (54.0%) said they are pleased with
a good grade and felt happy getting it, this suggests that being successful in school provides a
happy, contented, proud and positive effect on the student’s mental health.
27- To what extent does a good mark improve your mental health status?
 To a Great Extent
 Somewhat
 Very Little
 Other
To what extent does a good mark improve your mental health status?
Valide To a Great 46 73.0 73.0 73.0

Extent
Somewhat 14 22.2 22.2 95.2
Very Little 2 3.2 3.2 98.4
Other 1 1.6 1.6 100.0
Total 63 100.0 100.0
To what Frequency Percentage Average Standard

extent does a deviation
good mark
improve your
mental
health
status?
To a Great 46 73.0 1.33 0.62
Extent
Somewhat 14 22.2
Very Little 2 3.2
Other 1 1.6
Total 63 100
The data shows that from 63 student about 46 student (73.0%) reported that a good mark
improves their mental health status to a great extent and 14 student (22.2%) said it somewhat
helps their mental health, while only 2 students (3.2%) said it just slightly improves their
mental health and only one student (1.6% of respondents) gave a comment that didn't fall
within one of the predetermined categories, falling under the "Other" category.
We can see that the vast majority of students (73.0%) thought that getting a good grade had a
substantial positive influence and greatly improved their mental health and a moderate
improvement in mental health was reported by 22.2% of respondents, while a small
improvement was cited by 3.2% of respondents and the last 1.6% of respondents had a
unique viewpoint that wasn't expressly covered by the established alternatives.
We can conclude from the data that it is clear that the majority of the students (73.0%)
believe that getting a good grade significantly improves their mental health., this implies that
academic progress and success might enhance happiness, self-assurance, and good feelings.
The link between excellent grades and better mental health underlines the significance of
academic achievement as a factor that can have a favourable impact on wellbeing.

SECTION:04
The link between Mental health and Academic Performance
Here we are concluding this study of “investigating the relationship
between mental health and academic performance” by examining the
correlation relationship between students’ mental health and their academic
scores.
Your answers will clarify the impact of mental health on students’
academic achievement and help us in identifying the potential areas for
improving and elaborating the supporting system of students' mental health.
Questions:
28- Do you think that scores affect the quality of life and your mental health?
 Yes
 No

that scores deviation
affect the
quality of life
and your
mental
health?
Yes 53 84.1 1.16 0.37
No 10 15.9
Total 63 100
Do you think that scores affect the quality of life and your mental health?
Valide Yes 53 84.1 84.1 84.1
No 10 15.9 15.9 100.0
Total 63 100.0 100.0
The data shows that 53 of the 63 students (84.1%) claimed that scores had an impact on their
quality of life and mental health while scores do not matter in this aspect, according to ten
respondents (15.9%).
And based on the percentages, the majority of students (84.1%) agreed that the test results do
have an impact on students' quality of life and mental health, and only 15.9% of students said
that scores had no bearing on these factors.
It is clear from the data that the majority of students (84.1%) think that test results do have an
impact on life quality and mental health and this implies that people believe there is a
connection between academic success and happiness, showing that they view their grades as
having an impact on their general quality of life and mental health.
Also, the data shows fewer students (15.9%) expressed the opinion that test results had no
bearing on one's quality of life or mental health, and this suggests that these people may value
other elements of their lives more or have different ideas on the relevance of academic
success since they do not believe there is a clear correlation between their academic
performance and their wellbeing.
29- How much do you feel that your mental health affects your academic performance
(scores)?
 Not at all
 Somewhat
 To a Great Extent
How much Frequency Percentage Average Standard

do you feel deviation
that your
mental
health affects
your
academic
performance
(scores)?
Not at all 4 6.3 2.43 0.61
Somewhat 28 44.4
To a Great 31 49.2
Extent
Total 63 100
How much do you feel that your mental health affects your academic performance
(scores)?
Valide Not at all 4 6.3 6.3 6.3
Somewhat 28 44.4 44.4 50.8
To a Great 31 49.2 49.2 100.0

Extent
Total 63 100.0 100.0
The data shows that 4 (6.3%) of the overall 63 student felt that their mental health had no
impact at all on their academic achievement, however, 28 student (44.4%) said that their
mental health has some influence on how well they do in school, 31 students (49.2%) said
that their mental health had a significant impact on their academic performance, and 6.3%
percent of student said that their mental health had no impact on their academic performance
at all, while the majority (49.2%) said that mental health had a considerable impact on their
academic performance, and a sizeable number (44.4%) admitted a modest impact on their
academic performance.
We can conclude from the statistics that a sizeable percentage of the students that (49.2%)
think that their mental health has a major impact on their academic performance, this
suggests that they believe there is a direct link between their mental health and their academic
performance, it implies that when a person's mental health is impaired, it can significantly
affect their academic success and performance, and for the other 44.4% of student said their
mental health had a moderate influence on their academic achievement this shows that
although the impact may not be as noticeable as for those who experience a large deal of
influence they are aware of a link between mental health and academic performance.
30- Have you noticed any changes in your grades or academic performance since
experiencing mental health problems (if you ever did)?
 Yes
 No
 Not sure
Have you Frequency Percentage Average Standard

noticed any deviation
changes in
your grades
or academic
performance
since
experiencing
mental
health
problems (if
you ever
did)?
Yes 38 60.3 1.70 0.91
No 6 9.5
Not sure 19 30.2
Total 63 100
Have you noticed any changes in your grades or academic performance since
experiencing mental health problems (if you ever did)?
Valide Yes 38 60.3 60.3 60.3
No 6 9.5 9.5 69.8
Not sure 19 30.2 30.2 100.0
Total 63 100.0 100.0

The data shows that over 63 student, 38 (60.3%) said they had seen changes in their academic
performance or grades since beginning to experience mental health issues and 19 students
(30.2%) were unsure or could not give a clear answer, while 6 students (9.5%) said they had
not seen any changes and according to this data we can observe that the majority of students
(60.3%) claimed that after encountering mental health issues, their grades or academic
performance had changed, a sizable majority of respondents (30.2%) were unclear or could
not give a clear answer, while a tiny percentage (9.5%) did not notice any changes.
We can conclude that a big percentage of students (60.3%) stated that they had seen changes
in their academic performance or grades since beginning to experience mental health issues,
this shows that mental health problems may affect academic performance and may cause
changes or losses in grades and degradation of level.
However, a lower proportion of students (9.5%) claimed that they had not seen any changes
in their academic performance or grades after beginning to experience mental health issues.
This suggests that some people may have been resilient or had excellent coping mechanisms
since they were still able to maintain their academic achievement in spite of their mental
health issues.
31- How would you rate your overall stress level related to university tasks or exams?
 Very low
 Low
 Moderate
 High
 Very high
How would you rate your overall stress level related to university tasks or exams?
Valide Very low 2 3.2 3.2 3.2
Low 3 4.8 4.8 7.9

Moderate 27 42.9 42.9 50.8
High 25 39.7 39.7 90.5
Very high 6 9.5 9.5 100.0
Total 63 100.0 100.0
How would Frequency Percentage Average Standard

you rate your deviation
overall stress
level related
to university
tasks or
exams?
Very low 2 3.2 3.48 0.86
Low 3 4.8
Moderate 27 42.9
High 25 39.7
Very high 6 9.5
Total 63 100
The data shows that 2 students (3.2%) out of the 63 student said they felt very little overall
stress from exams and tests while the majority of them fell into higher stress categories, with
27 person (42.9%) reporting a moderate stress level, 25 person (39.7%) reporting a high
stress level, and only 6 students (9.5%) reporting a very high stress level and the last three
students (4.8%) indicated a low degree of stress.
We can notice that the majority of students said that they were either somewhat (42.9%) or
highly (39.7%) stressed out about their academic exams or tests and that’s due to their feeling
of stress and anxiety and fewer students (3.2%) and (4.8%) reported having low or very low
stress levels. In addition, 9.5% of students said they were under a lot of stress.
It is clear from the statistics that a sizable number of students (42.9%) expressed a moderate
degree of stress linked to schoolwork or tests this shows that a sizable proportion of students
feel a mild level of stress as a result of their academic endeavours.
Additionally, a sizable portion of respondents (39.7%) reported having high levels of stress,
showing that a sizable proportion of students experience severe worry when it comes to
academic exams or tests.
32- What strategies do you use to deal with stress and anxiety caused or related to university?
 Exercise
 Talking with friends or family
 Listening to music
 Meditation
 Other
What strategies do you use to deal with stress and anxiety caused or related to
university?
Valide Exercise 7 11.1 11.1 11.1
Talking with 22 34.9 34.9 46.0

friends or family
Listening to 6 9.5 9.5 55.6

music
Meditation 4 6.3 6.3 61.9
Other 24 38.1 38.1 100.0
Total 63 100.0 100.0
What Frequency Percentage Average Standard

strategies do deviation
you use to
deal with
stress and
anxiety
caused or
related to
university?
Exercise 7 11.1 3.25 1.53
Talking with 22 34.9
friends or
family
Listening to 6 9.5
music
Meditation 4 6.3
Other 24 38.1
Total 63 100
The data shows that exercise was mentioned as a coping mechanism by 7 students (11.1%)
for stress and anxiety brought on by or connected to attending university, 22 student (34.9%)
reported conversing with friends or family as a coping mechanism, whereas 6 student (9.5%)
and 4 student (6.3%) stated listening to music and doing meditation, A bigger percentage of
respondents (24, or 38.1%) mentioned other tactics that were not mentioned in the data.
The most often indicated tactic, according to the percentages, was talking with friends or
family, which was mentioned by 34.9%, while meditation and listening to music were both
stated by 9.5% and 6.3%, exercise was noted by 11.1%, over all we can conclude that
students used a wide range of coping mechanisms to manage stress and anxiety brought on by
or associated with their studies and the most often reported technique is talking to friends or
family to reduce and manage their stress and anxiety, on the other hand less students
indicated listening to music and practicing meditation, suggesting that while these coping
mechanisms may be less popular, some people still use them to deal with stress and anxiety.

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SECTION: 01

The mind state of the EFL students

specific impact on their mental health.

And in order to gain a comprehensive understanding of the state of mental

questionnaire. This will enable us to identify potential areas of concern and

facilitate the implementation of targeted interventions to support the mental

health and well-being of our students.

1-Your gender is:

Your gender Frequency Percentage Average Standard

Valide Femal 55 87.3 87.3 87.3

Male 8 12.7 12.7 100.0

Total 63 100.0 100.0

identified as female and 8 (12.7%) as male.

frequently applied to numerical data.

category, the frequency denotes the number of participants in each category.

of their lives may be influenced by societal circumstances and job aspirations.

What is your Frequency Percentage average Standard

What is your age range?

Valide 20-25 54 85.7 85.7 85.7

25-30 7 11.1 11.1 96.8

30-50 2 3.2 3.2 100.0

Total 63 100.0 100.0

applicable the findings are to different age groups.

in the 30–50 age range.

variety of reasons, including personal circumstances, financial limitations, or a desire to

3-Do you feel that this is your actual age?

Do you feel Frequency Percentage average Standard

Do you feel that this is your actual age?

Valid Yes 25 39.7 39.7 39.7

No 38 60.3 60.3 100.0

Total 63 100.0 100.0

experiences merit more investigation.

and like their lives were going well.

further study and investigation of these replies.

4- How long have you been studying English in the department?

How long Frequency Percentage average Standard

and level of English language experience.

Valide Yes, i did 25 39.7 39.7 39.7

No, i didn't 38 60.3 60.3 100.0

Total 63 100.0 100.0

majority have maintained a continuous study pattern.

beyond the normal three-year period.

6- Was English your first choice?

Valide Yes 45 71.4 71.4 71.4

No 18 28.6 28.6 100.0

Total 63 100.0 100.0

studies in management and business.

difficult situations. It is an essential factor for overall well-being, and students

Valide Yes 21 33.3 33.3 33.3

No 25 39.7 39.7 73.0

Maybe, not 17 27.0 27.0 100.0

Total 63 100.0 100.0

themselves, which may indicate a lack of awareness or difficulty identifying and

to address and decrease or control this issue.

To what extent do you

Valide Not at all 4 6.3 6.3 6.3

Very little 10 15.9 15.9 22.2

Somewhat 26 41.3 41.3 63.5