Abstract
Family fragmentation has been linked to psychological distress and academic challenges among emerging adults. However, limited research has examined the combined effects of self-harm and depression on academic engagement within a multivariate framework.
A quantitative, cross-sectional correlational design was employed among 289 first-year college students. Standardized instruments included the C-SSRS for self-harm, PHQ-9 for depressive symptoms, and the Academic Engagement Scale. Data were analyzed using ANOVA, Pearson correlation, and multiple regression.
Approximately 31.54% of respondents reported self-harm-related thoughts or behaviors within the past three months. Students demonstrated moderate depressive symptoms (M = 2.15) and high academic engagement (M = 4.01). No significant differences in depression were observed by sex or age (p > .05). Self-harm was significantly and negatively correlated with academic engagement (r = -0.682, p < .05). Regression analysis showed that self-harm significantly predicted academic engagement, whereas depression did not.
Behavioral manifestations of distress appear to exert a stronger influence on academic functioning than depressive symptoms alone. The coexistence of high academic engagement and psychological vulnerability underscores the importance of proactive mental health interventions in higher education institutions.
Keywords: Family fragmentation; Broken homes; Self-harm; Academic engagement depression; Academic disengagement; Multivariate analysis
https://doi.org/10.65494/pinagpalapublishing.348
