Descriptive assessment of self-reported emotional symptoms, perceived stressors, and perceived academic experiences among undergraduate students at Nasarawa State University, Keffi, Nigeria

Abstract

Emotional symptoms among university students are increasingly recognized as a global public health concern that may influence academic functioning, productivity, and overall well-being. The transition to higher education often exposes students to multiple stressors, including academic pressure, financial hardship, social adjustment demands, and limited access to mental health services. Despite growing global attention, empirical evidence from Nigerian higher education institutions, particularly in Nasarawa State, remains limited. This study aimed to provide a descriptive assessment of primary self-reported emotional symptoms, perceived stressors, perceived academic experiences, and selected demographic associations among undergraduate students at Nasarawa State University, Keffi, Nigeria. A descriptive cross-sectional study design was employed among 380 undergraduate students selected using a convenience sampling approach. Data were collected using a structured self-administered questionnaire that assessed socio-demographic characteristics, self-reported emotional symptoms (experienced within the current academic semester), perceived stressors, and associated academic experiences among undergraduate students at Nasarawa State University, Keffi, Nigeria. Descriptive statistics including frequencies and percentages were used to summarize the data, while Chi-square tests were conducted to examine associations between selected demographic variables and key emotional symptoms and stressors at a significance level of p < 0.05. Results showed that anxiety-related symptoms were the most commonly reported emotional symptoms (55.8%), followed by perceived academic stress (29.2%), depressive feelings (7.9%), substance-related difficulties (3.7%), and emotional regulation difficulties (3.4%). Financial difficulties were the most commonly perceived stressor (58.7%), followed by academic stress (14.7%), health-related problems (12.6%), and social isolation (11.3%). Regarding perceived academic and well-being experiences, 60.8% of respondents reported reduced academic performance and overall well-being, while others reported reduced self-esteem or self-confidence (14.5%), sleep disturbances (11.3%), limited access to resources (8.9%), and emotional exhaustion (4.5%). Bivariate analysis showed no statistically significant association between gender and anxiety-related symptoms (χ2 = 0.53, p = 0.47), nor between level of study and financial stress (χ2 = 1.18, p = 0.28). Self-reported emotional difficulties were common among undergraduate students at Nasarawa State University, Keffi, with anxiety-related symptoms and perceived stress identified as the most frequently reported experiences. Financial difficulties and academic pressures were commonly perceived stressors reported by respondents, and students reported that these emotional experiences were accompanied by perceived challenges in academic functioning and psychosocial well-being. These findings highlight the potential value of institutional support strategies that address both student psychological well-being and commonly reported structural stressors within the university environment.