A concept analysis on academic psychological distress: implications for clinical practice

• Published in: Current psychology (New Brunswick, N.J.) N.J.), 2024-10, Vol.43 (42), p.32931-32960
• Main Authors: Scandurra, Cristiano, Pizzo, Rosa, Freda, Maria Francesca
• Format: Article
• Language: English
• Subjects: Behavioral Science and Psychology; Clinical medicine; Psychology; Social Sciences
• ISSN: 1046-1310; 1936-4733
• DOI: 10.1007/s12144-024-06802-y

The aim of this paper was to provide a conceptual clarification of the emerging construct of academic psychological distress (APD). Based on the concept analysis method of Walker and Avant, attributes, antecedents, contributing factors, and consequences were isolated. Empirical referents were discussed, and model, borderline, and contrary cases were provided. In March 2024, a systematic search without time limit was conducted in the PsycINFO, PubMED, and SCOPUS databases according to the PRISMA method. Sixty-two articles met the inclusion criteria. The analysis of the literature revealed that APD is a negative emotional reaction that a student may exhibit in the face of perceived stressors in the university environment. In terms of defining attributes, it appears to be characterized primarily by anxiety and depressive states, accompanied by cognitive problems, somatic symptoms, and social impairment. Isolated antecedents include: low academic skills and dispositions, negative academic self-perception, and negative perceptions of various aspects of the university environment (teachers, peers, parents’ academic-related expectations, academic climate and study program). Dysfunctional coping, insecure attachment, maladaptive perfectionism, and low levels of social support were found to be contributing factors. Other risk variables included being a first-generation student and co-occurring psychopathology. The consequences of APD were poor academic performance, dropping out, and poorer mental health. Recommendations for research and clinical practice are provided.