The Relationship Between eHealth Literacy and Stress, Anxiety, and Depression Among University Students

Background: The growing use of the internet and low eHealth literacy may contribute to increased mental health issues such as stress, anxiety, and depression among university students, who are a key group in society. This study explored the relationship between eHealth literacy and stress, anxiety, and depression among undergraduate students at the University of Social Welfare and Rehabilitation Sciences.Methods: This descriptive correlational study was conducted with the participation of ۳۰۰ undergraduate students from the University of Social Welfare and Rehabilitation Sciences, Tehran, in ۲۰۲۴, using convenience sampling. The research instrument was an electronic questionnaire consisting of a demographic checklist, the Norman eHealth Literacy Scale, and the Depression, Anxiety, and Stress Scale (DASS). The results were analyzed using SPSS version ۲۵ and statistical tests including Levene’s test, independent t-test, ANOVA, Welch’s ANOVA, Pearson’s correlation coefficient, and multiple regression.Results: The mean and standard deviation of eHealth literacy were ۳۱.۱۵±۳.۶۰, indicating a favorable level. The mean and standard deviation of stress, anxiety, and depression among undergraduate students were ۱۳.۴۳±۹.۰۱, ۱۳.۵۸±۸.۸۳, and ۱۵.۱۵±۹.۰۱, respectively, indicating normal, moderate, and moderate levels, respectively. Pearson’s correlation coefficient test revealed a significant inverse correlation between eHealth literacy and stress (r=-۰.۴۰۲), anxiety (r=-۰.۳۵۱), and depression (r=-۰.۳۵۳) (P-value<۰.۰۰۱).Conclusions: E-Health literacy is associated with and can predict levels of stress, anxiety, and depression. Therefore, it is necessary and essential to develop educational programs, including media literacy and eHealth literacy training, which can have a positive impact on mental health.Background: The growing use of the internet and low eHealth literacy may contribute to increased mental health issues such as stress, anxiety, and depression among university students, who are a key group in society. This study explored the relationship between eHealth literacy and stress, anxiety, and depression among undergraduate students at the University of Social Welfare and Rehabilitation Sciences. Methods: This descriptive correlational study was conducted with the participation of ۳۰۰ undergraduate students from the University of Social Welfare and Rehabilitation Sciences, Tehran, in ۲۰۲۴, using convenience sampling. The research instrument was an electronic questionnaire consisting of a demographic checklist, the Norman eHealth Literacy Scale, and the Depression, Anxiety, and Stress Scale (DASS). The results were analyzed using SPSS version ۲۵ and statistical tests including Levene’s test, independent t-test, ANOVA, Welch’s ANOVA, Pearson’s correlation coefficient, and multiple regression. Results: The mean and standard deviation of eHealth literacy were ۳۱.۱۵±۳.۶۰, indicating a favorable level. The mean and standard deviation of stress, anxiety, and depression among undergraduate students were ۱۳.۴۳±۹.۰۱, ۱۳.۵۸±۸.۸۳, and ۱۵.۱۵±۹.۰۱, respectively, indicating normal, moderate, and moderate levels, respectively. Pearson’s correlation coefficient test revealed a significant inverse correlation between eHealth literacy and stress (r=-۰.۴۰۲), anxiety (r=-۰.۳۵۱), and depression (r=-۰.۳۵۳) (P-value<۰.۰۰۱). Conclusions: E-Health literacy is associated with and can predict levels of stress, anxiety, and depression. Therefore, it is necessary and essential to develop educational programs, including media literacy and eHealth literacy training, which can have a positive impact on mental health.

کلیدواژه ها:

Health literacy ، Anxiety ، Depression ، Stress ، Mental health ، Students