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dc.contributor.authorGeorgakopoulos, Cloe-
dc.descriptionThis item is only available electronically.en
dc.description.abstractOver recent years, research has demonstrated that Australian university students have been experiencing increasing feelings of stress, anxiety, and depression, due to a variety of stressors, including the need to balance study and employment. Approximately 63% of Australian students report that they are employed while studying, with this statistic continuing to rise. Financial strain is one of the leading reported causes of mental health disorders among Australian students, and the influence of the pandemic, COVID-19, has become a key stressor for students this year. This study aimed to build upon existing research by examining Australian students’ stress, anxiety, and depression, as well as the impact of employment on their ability to effectively study. The influence of COVID-19 was also examined in terms of its perceived impact on students’ overall mental health. A total of 224 participants took part in this study by completing a questionnaire designed to assess students’ mental health (stress, anxiety, and depression), attitudes towards study and study demands (university stress, study performance, and study satisfaction), and the need to balance study with employment (job demands, work-study facilitation, and work-study conflict). Results indicated that the impact of COVID-19 significantly influenced students’ survey responses. No significant differences were found between students who were employed and students were not employed, although significant differences were demonstrated between genders (female and male). The implications of the findings are also considered, and suggestions are made for future research.en
dc.subjectHonours; Psychologyen
dc.titleStress, Anxiety and Depression in Australian University Students, Incorporating the Impact of Balancing Study and Employment, and the Experience of COVID-19en
dc.contributor.schoolSchool of Psychology-
dc.provenanceThis electronic version is made publicly available by the University of Adelaide in accordance with its open access policy for student theses. Copyright in this thesis remains with the author. This thesis may incorporate third party material which has been used by the author pursuant to Fair Dealing exceptions. If you are the author of this thesis and do not wish it to be made publicly available, or you are the owner of any included third party copyright material you wish to be removed from this electronic version, please complete the take down form located at:
dc.description.dissertationThesis (B.PsychSc(Hons)) -- University of Adelaide, School of Psychology, 2020-
Appears in Collections:School of Psychology

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