Mental health, academic engagement, and self-efficacy among occupational therapy students

Abstract

Introduction: Previous studies have shown that symptoms of emotional distress in university students may not only be present before entry into higher education but may also emerge or intensify during their academic trajectory. In the Chilean context, particularly in health-related programs such as occupational therapy, students face curricular demands that may increase stress levels and negatively affect their mental health. However, few studies have explored this reality through an integrative approach that considers the interaction between mental health, self-efficacy, and academic engagement. Objective: To describe the sociodemographic profile, mental health status, academic engagement levels, and self-efficacy of occupational therapy students at a Chilean university. Method: This was a descriptive-analytical, cross-sectional study with a quantitative approach. A sample of 100 students was analyzed, assessing symptoms of depression, anxiety, and stress, as well as dimensions of engagement (vigor, absorption, and dedication) and academic self-efficacy. Results: The results showed a significant presence of anxiety and stress symptoms. Inverse relationships were observed between mental health variables and engagement, as well as differences according to sex and year of study. Conclusion: Among occupational therapy students, the interaction between mental health and academic engagement is critical; therefore, early identification of students with signs of emotional exhaustion is essential for designing institutional support strategies.