Gender Disparities in Mental Health among Undergraduate Accounting Students: A UiTM Perspective

Gender Disparities in Mental Health among Undergraduate Accounting Students: A UiTM Perspective

Yusnaliza Hamid., Nor Asyiqin Salleh^*., Haslinawati Che Hasan., Marina Ibrahim., Rahayu Abdul Rahman

Faculty of Accountancy, Universiti Teknologi MARA, Perak Branch, Tapah Campus, 35400, Tapah Road, Perak, Malaysia

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000245

Received: 27 July 2025; Accepted: 04 August 2025; Published: 05 September 2025

ABSTRACT

This study examined the mental health challenges encountered by undergraduate accounting students at Universiti Teknologi MARA (UiTM), Perak Branch, with a specific focus on gender-based disparities. A cross-sectional survey design was employed, involving a total of 110 participants, to assess the prevalence and severity of psychological conditions, namely depression, anxiety, and stress. The Depression, Anxiety, and Stress Scale-21 (DASS-21) was utilized as the primary instrument for evaluating symptom intensity across the three domains. The findings revealed that male students reported moderate to extremely severe symptoms of depression, anxiety, and stress, respectively. In comparison, female students demonstrated notably higher prevalence rates, experiencing depression, reporting anxiety, and presenting with stress at corresponding severity levels. The data suggest a significant gender disparity in mental health, with female students demonstrating higher levels of psychological distress within the Malaysian university setting.

Keywords: Mental Health, Depression, Anxiety, Stress, Accounting Student

INTRODUCTION

University life can be stressful due to academic demands, financial pressures, and the transition to adulthood. These challenges often contribute to the development of mental health issues. Mental health is a vital aspect of student well-being, significantly influencing academic success, cognitive performance, and personal development. A stable mental state provides students with the emotional resilience and coping strategies necessary to navigate the complex demands of university life, including heavy workloads, exam pressures, and social adjustment. Positive mental health also enhances concentration, memory retention, and creativity—skills that are essential for effective learning and academic achievement.

The World Health Organization (WHO) conceptualizes mental health not simply as the absence of mental illness but as a condition of complete physical, emotional, and social well-being. Globally, a considerable proportion of individuals report experiencing psychological distress, including symptoms of depression, anxiety, or stress. According to WHO (2022), approximately one in every eight people lives with a diagnosed mental health disorder.

Multiple factors contribute to academic-related psychological strain, including personal background, behavioural habits, and both physical and psychological health conditions (Zulkifli & Mohammed, 2020). The incidence of mental health disorders among university students has shown a noticeable increase in recent years, as noted by Sheldon et al. (2021) and Salimi et al. (2023). In Malaysia, Ahmad et al. (2022) identified that during 2021, about 30% of students experienced severe to very severe depression, 41% experienced anxiety, and 20% reported symptoms of stress. Further evidence from Nor Azlili Hassan et al. (2023) revealed that mental health issues have become critical among Malaysian students, often correlating with increased risks of suicidal ideation and other social difficulties.

University students often face numerous stressors that impact mental health. These include adapting to unfamiliar academic and social environments, striving to meet high performance expectations, balancing personal and educational responsibilities, and facing potentially harmful experiences such as social isolation or bullying. Shahira et al. (2018) emphasized that the transition from secondary education to university necessitates significant academic, emotional, and social adjustment, which, in the absence of adequate support, can become overwhelming. The higher academic pressure at the tertiary level, often accompanied by limited institutional support, may exert sustained stress on students, adversely affecting their academic progress.

In support of this, Mofatteh (2021) confirmed that university students represent a particularly vulnerable demographic for developing symptoms of depression, anxiety, and stress. Similarly, Ramón-Arbués et al. (2020) found that students who suffer from behavioral and lifestyle issues—such as excessive Internet use, smoking, sleep disturbances, and low self-esteem—demonstrate moderate to high prevalence of mental health symptoms, with reported rates of 18.4% for depression, 23.6% for anxiety, and 34.5% for stress.

In light of these results, it is essential to acknowledge that mental health impacts individuals in different ways. Gender differences play a crucial role in shaping how psychological challenges manifest and are experienced. However, existing research on these gender-specific patterns among university students remains limited, particularly within the Malaysian context. Therefore, this study aims to explore the prevalence and severity of mental health issues among undergraduate  students at Universiti Teknologi MARA Cawangan Perak, Tapah Campus with a specific focus on the Faculty of Accountancy, using the Depression, Anxiety, and Stress Scale (DASS-21) as the primary instrument. By analyzing the responses of both male and female students, the study seeks to uncover gender-based disparities in mental health outcomes and underscore the importance of implementing targeted support measures for student well-being.

LITERATURE REVIEW

Mental Health Among University Students in Malaysia

Mental health concerns among Malaysian university students have grown markedly in the past decade, driven by increasing academic pressures and, more recently, the disruptive impact of the COVID-19 pandemic. The abrupt transition to online learning and the intensification of performance expectations amplified stress, anxiety, and depression levels (Hassan et al., 2021; Jamal et al., 2022). Consistently, empirical evidence demonstrates that female students report significantly higher scores across all three domains of psychological distress (Hassan et al., 2021; Yahaya et al., 2024). Such patterns suggest gendered vulnerability in coping with academic and environmental demands.

The Stress Vulnerability Model provides a framework for understanding these disparities, positing that mental health outcomes emerge from the interaction between individual predispositions and environmental stressors. Within this framework, female students may possess similar academic abilities to male students but face a higher cumulative load of psychosocial stressors, including role expectations and relational demands, which exacerbate their mental health risks.

Post-Pandemic Trends and Persistent Gender Disparities

Post-pandemic research confirms that gender-based differences in mental health have persisted beyond the acute crisis period of COVID-19. Salikin Izaddin et al. (2025) found that 45% of female respondents experienced moderate to severe depression compared to 30% of males, a statistically significant difference. Similarly, longitudinal evidence from the Journal of Public Mental Health (2022) indicates that female students maintained elevated depression and anxiety levels even after the resumption of face-to-face learning. These findings align with Nor Azlili Hassan et al. (2021) and other Malaysian studies, which attribute the trend partly to differences in coping strategies and resilience between genders.

From a Gender Role Theory perspective, women in collectivist and patriarchal contexts often shoulder greater emotional and social responsibilities, making them more susceptible to the strain of academic and personal role conflicts. This cultural lens helps explain why female students—across disciplines—report higher distress levels even when academic workloads are nominally equal.

Global and Cultural Perspectives

The gender disparity in mental health among students is a global phenomenon. Cross-cultural analyses, such as that by Anis-Farahwahida et al. (2024), confirm that university-aged women are more prone to depression and anxiety across diverse sociocultural contexts, with Asian societies exhibiting particularly wide gaps. Biological predispositions, hormonal fluctuations, and gendered socialization patterns—components of the Biopsychosocial Model—interact to produce a heightened vulnerability to emotional disorders in women (Nolen-Hoeksema, 2001).

International evidence mirrors Malaysian findings. In Hong Kong, female students scored significantly higher on the DASS-21 than males, while longitudinal studies in China (Gao et al., 2020) and pandemic-era research in Turkey and Spain consistently reveal greater psychological distress among women. Globally, women tend to report greater emotional impact from crises, whereas men more often prioritize societal or financial concerns, suggesting differential appraisal and emotional processing of stressors.

Mental Health in the Accounting Discipline

Professional disciplines such as accounting present additional stressors, including stringent assessment standards, time pressures, and high performance expectations (Cheng et al., 2021; Sharma & Wavare, 2013). The Person–Environment Fit Theory posits that mental health outcomes are influenced by the alignment between individual capabilities and environmental demands. In accounting programs, where workload intensity is high, even minor discrepancies in coping resources can significantly affect mental well-being.

Although literature on mental health among accounting students is limited in Malaysia, existing studies suggest that these discipline-specific pressures may amplify broader gender disparities observed in the student population. This gap in research underscores the importance of focusing on gendered mental health outcomes in academically intensive fields such as accounting.

The literature reviewed underscores three consistent patterns: (1) mental health challenges among university students in Malaysia are prevalent and rising; (2) female students are disproportionately affected by depression, anxiety, and stress; and (3) these trends are visible in UiTM settings, although few studies have focused specifically on academic disciplines like accounting. By addressing this gap, the present study offers a targeted examination of mental health disparities through a gender lens, within a specific and academically intensive program.

RESEARCH METHOD

Study design and participants

Data for this study were obtained through a structured questionnaire disseminated online using Google Forms. The research employed a cross-sectional design and was carried out in February 2024. Responses were analyzed and organized into thematic categories, with participant insights included to offer a well-rounded interpretation of the findings. The target population comprised undergraduate students enrolled in the accounting program at Universiti Teknologi MARA, Perak Branch, during the second academic semester of 2024. Prior to data collection, participants were briefed on the objectives of the research. Ethical considerations were upheld by guaranteeing anonymity and confidentiality, and students were informed that participation was entirely voluntary and that the information provided would be used solely for academic purposes. A total of 110 completed and usable responses were collected and included in the analysis.

Data collection procedure and instrument

The data collection instrument used in this study was a self-administered questionnaire structured into four distinct sections. Each section was designed to capture specific variables relevant to the research objectives.

The first section gathered socio-demographic data, including participants’ age, gender, year of study, and other pertinent background details. This segment was intended to build a detailed demographic profile of the respondents and to contextualize subsequent findings.

The second section employed the Depression Anxiety Stress Scale–21 (DASS-21), a standardized and internationally validated tool used to evaluate psychological distress. This instrument comprises 21 items, divided evenly across three subscales—depression, anxiety, and stress—each aiming to assess the severity of symptoms associated with these mental health domains.

In the third section, the focus shifted to the concept of general belongingness. This portion assessed the extent to which students felt socially integrated and accepted within both academic and peer contexts. The items were formulated to measure emotional connectedness, sense of inclusion, and overall social acceptance, which are important factors influencing mental health and wellbeing in a university setting.

The fourth section addressed emotional intelligence, with items designed to evaluate participants’ ability to identify, understand, and regulate their own emotions, as well as to recognize and respond appropriately to the emotions of others. The inclusion of this section enabled an exploration of how emotional intelligence may correlate with mental health outcomes as measured by the DASS-21.

Collectively, these four sections provided a holistic view of each participant’s demographic background, psychological state, perceived social belonging, and emotional regulation capacity—forming a comprehensive foundation for data analysis and interpretation.

The DASS-21 instrument is a self-report measure that evaluates the presence and severity of depression, anxiety, and stress symptoms. Developed for use in both clinical and non-clinical populations, the scale assigns numerical scores to each item, with total scores for each subscale calculated by summing the item responses and multiplying by two to adjust for the shortened version of the original DASS-42. This scoring yields severity classifications across five levels: normal, mild, moderate, severe, and extremely severe.

Table 1: Cut-off score for the mental health level

Data processing and analysis

All responses were coded and analyzed using IBM SPSS Statistics Version 25.0 (IBM Corporation, Armonk, NY, USA). Descriptive statistics were applied to summarize the socio-demographic data and other categorical variables, with results presented in terms of frequencies and percentages to illustrate the distribution of responses across key categories.

For inferential analysis, a range of statistical tests was employed to examine associations and differences between variables. Independent samples t-tests were conducted to compare mean scores of depression, anxiety, and stress across gender groups. Where appropriate, Chi-square tests of independence were used to assess relationships between categorical variables, such as gender and the severity levels of mental health conditions based on DASS-21 classifications.

In all inferential analyses, a significance level of p < 0.05 was adopted to determine statistical significance. These procedures enabled a more robust understanding of patterns within the data and supported the identification of gender-based differences in mental health outcomes among the participants.

Socio-demographic characteristics of participants

Table 2 presents the socio-demographic profile of the 110 participating undergraduate accounting students. The categorical variables were analyzed using frequency counts and corresponding percentages.

Table 2: Socio-demographic Profile of Respondents (n = 110)

The descriptive statistics of the sample revealed that most respondents were female (72.7%, n = 80), whereas males constituted 27.3% (n = 30). Age-wise, over half of the participants (53.9%) were aged between 20 and 21 years. Those aged 18 to 19 made up 40.4%, and only 5.8% fell within the 22–24-year range.

Regarding academic programs, 60.9% (n = 67) were enrolled in the Diploma in Accountancy, while 39.1% (n = 43) pursued the Diploma in Accounting Information System. Academic performance, as reflected by CGPA, showed that nearly half of the respondents (47.3%, n = 52) had scores between 3.00 and 3.49, followed by 36.4% (n = 40) with CGPAs from 3.50 to 4.00. Meanwhile, 13.6% (n = 15) fell in the 2.50–2.99 range, and a small fraction (2.7%, n = 3) reported CGPAs between 2.00 and 2.49.

A notable 47.3% (n = 52) of the students reported facing financial challenges. The most common sources of financial support were family assistance (44.54%) and government loans like PTPTN (42.73%). A limited portion of the cohort received scholarships (9.1%) or aid through zakat or other specific programs (each less than 1%).

Concerning employment, the vast majority (85.5%, n = 94) were not engaged in part-time work, while 14.5% (n = 16) reported being employed alongside their studies.

Prevalence of mental health problems

Table 3 outlines the distribution of stress, anxiety, and depression levels among male and female respondents based on the DASS-21 assessment. The psychological states were classified into five severity categories: normal, mild, moderate, severe, and extremely severe. For analysis purposes, the first two categories (normal and mild) were considered indicative of stable mental well-being, while the remaining levels signified varying degrees of psychological distress.

Table 3: Prevalence of depression, anxiety, and stress among students.

The findings from the DASS-21 scores illustrate a gender disparity in the severity of mental health symptoms among students. While the majority of both male and female respondents fell within the normal or mild range for all three domains, a higher concentration of moderate to extremely severe symptoms was observed among females.

Stress levels showed that only 6% (n = 6) of male students experienced moderate to extremely severe stress, whereas a substantially larger proportion of female students—22.7% (n = 25)—fell into these more severe categories. Specifically, 10.9% (n = 12) of female students reported moderate stress, 8.2% (n = 9) severe, and 3.6% (n = 4) extremely severe.

With regard to anxiety, male students demonstrated moderate (3.6%, n = 4), severe (1.8%, n = 2), and extremely severe (5.5%, n = 6) levels at relatively lower rates than their female counterparts. Among females, 14.5% (n = 16) exhibited moderate anxiety, 10% (n = 11) were classified as severe, and 19.1% (n = 21) experienced symptoms at the extremely severe level.

A similar gender pattern emerged in depression scores. Among male respondents, 4.5% (n = 5) reported moderate depressive symptoms, 3.6% (n = 4) severe, and 1.8% (n = 2) extremely severe. In contrast, female students presented markedly higher figures, with 16.4% (n = 18) classified as moderate, 13.6% (n = 15) as severe, and 6.4% (n = 7) as extremely severe.

These findings suggest a greater prevalence of mental health challenges, particularly among female students, across the three measured domains.

Multiple Regression on Determinants of Stress Level

Table 4 : Multiple Regression Analysis Predicting Stress Levels Among Accounting Students

As shown in Table 4, a multiple regression analysis was conducted to examine the predictors of stress levels among undergraduate accounting students. The variable gender was associated with a negative regression coefficient (B = -0.440, t = -1.613), suggesting that male students tend to report lower stress levels compared to female students. However, this result was not statistically significant (p > .05), indicating that gender alone may not be a reliable predictor of stress in this context.

These findings are in line with earlier research. For instance, Islam (2018) reported that female students displayed greater symptoms of depression than males, although the differences were not statistically significant. Similar trends were documented by Khasakhala et al. (2013), who found a higher prevalence of mental health issues among females. Conversely, other studies have found no significant gender differences in mental health outcomes (Othieno et al., 2014; Chen et al., 2013).

The analysis also revealed that academic performance, measured through CGPA, significantly and negatively predicted stress levels (B = -0.564, t = -3.472, p < .01). This indicates that students with higher academic achievement were less likely to experience high levels of stress, suggesting a protective effect of strong academic standing on mental health.

Financial difficulties showed a positive relationship with stress levels (B = 0.439, t = 1.769), implying that students facing financial challenges are more prone to stress. Although this relationship was not statistically significant (p = .080), it indicates a trend worth further exploration.

The overall model explains approximately 16.3% of the variance in stress levels (R² = 0.163), with an adjusted R² of 0.140. These findings collectively highlight that while gender may influence stress to some extent, academic achievement and financial status are also essential factors affecting students’ psychological well-being.

CONCLUSION

The findings of this study shed light on the mental health landscape among undergraduate accounting students at Universiti Teknologi MARA (UiTM), revealing notable gender disparities in the levels of depression, anxiety, and stress. Female students reported significantly higher incidences of moderate to extremely severe psychological symptoms. These results highlight an urgent need for targeted mental health initiatives that are sensitive to gender-specific experiences and stressors within the university setting.

Beyond the immediate context of UiTM, the study contributes to a growing body of evidence surrounding student mental health in Malaysian higher education. It underscores the importance of institutional efforts to create a psychologically supportive learning environment—one that prioritizes students’ emotional well-being alongside academic achievement.

Future research is encouraged to examine the multifaceted factors contributing to these gender-based differences, such as cultural expectations, coping mechanisms, and academic pressures. Furthermore, longitudinal studies evaluating the outcomes of tailored mental health programs would offer valuable insights for policymakers and university administrators. A proactive and inclusive approach to mental health support is essential to promoting not only academic success but also the long-term well-being of students.

ACKNOWLEDGEMENT

This study was carried out with the support of the Faculty of Accountancy, Universiti Teknologi MARA, Perak Branch, Tapah Campus. The authors sincerely appreciate the encouragement, guidance, and thoughtful input provided by the faculty throughout the research process. Our heartfelt gratitude is also extended to the undergraduate accounting students of UiTM Tapah Campus, whose active participation and cooperation were vital in facilitating the successful completion of this research.

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