Mental Health Literacy, Context-Specific Knowledge, and Help-Seeking Among German University Students

Abstract: Background: The World Mental Health International College Student Project reported a significant need and demand for mental health care. Mental health literacy (MHL) as well as context-specific knowledge about treatment options (CSK) play an important role in help-seeking. Aims: In this cross-sectional, observational study, we aim to explore if CSK of help-seeking options influences the impact that MHL has on students’ intentions to seek help and what role the study subject plays. Methods: Aiming to analyse the influences of CSK on the relationship between MHL and students’ help-seeking intention from general practitioners (GPs) and mental health professionals (MHPs), moderator models are performed. Aiming to analyze the expression of MHL and CSK, depending on academic subject, separate ANCOVAs are conducted. Ethical approval was obtained, and participants provided informed consent. Results: Via an online survey, data from N = 385 students were acquired. In the moderator analyses, explained variance for help-seeking intention was R 2 = .14 (GPs) and R 2 = .25 (MHPs). While the main effects were significant, the interaction effects in both models were not significant. Students in health-related subjects, that is, medicine and psychology, reported more MHL and CSK. Limitations: Challenges of assessing help-seeking intention in a non-clinical sample via a hypothetical scenario are discussed. Furthermore, the translated scale used to assess MHL is in need of validation in a German sample. Conclusion: The results are discussed and aligned with previous research on MHL and help-seeking among college students, emphasizing the potential benefits of enhancing CSK. Improving MHL and CSK should be prioritized by colleges in mental health campaigns addressing student groups differentially.