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Mental health and loneliness in university students: A structural equation modelling comparing Italy and the UK

  • 0School of Medicine and Surgery, University of Milano-Bicocca, Monza, Italy.
The International journal of social psychiatry +

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June 14, 2025

Abstract

BACKGROUND

The transition to university often leads to increased demands and changes in lifestyle habits, which may affect mental health. In particular, loneliness could play a key role in the onset of psychological distress. Although many patterns are consistent across countries, cultural differences may influence students' mental health and feelings of loneliness.

AIMS

The aim of this study was thus to examine mental health domains and their relationship with loneliness among students from the University of Milano-Bicocca (Italy) and the University of Surrey (United Kingdom).

METHOD

Data were from the CAMPUS study, a cross-national survey on students' mental health. A structural equation modelling (SEM) approach was carried out to simultaneously test the pathways between loneliness and clinical domains in the two populations.

RESULTS

Anxiety and depressive symptoms were identified as the most common conditions in both the samples. However, Italian students were likely to show a higher degree of anxiety (t = 7.01, p < .001), while UK undergraduates greater depressive symptoms (t = -2.50, p = .013) and a higher prevalence of insomnia (t = -9.55, p < .001). Poor academic performance, along with limited social interactions were associated with worse psychological well-being, despite the likely influence of lifestyle differences among countries. Finally, a significant correlation between loneliness, anxiety and depressive symptoms, as well as insomnia was found both in Italian and UK samples, as confirmed by multivariate analyses.

CONCLUSIONS

Our findings highlight the existence of a cross-nationally, clinically meaningful psychological burden among university students, with a major role played by loneliness. Extensive promotion of healthy social networks, as well as interventions to support academic performance are needed.

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