3ee6e41d19ae2f808b341de 20251204050909014 chitu:chitu chitkarauniversitypublications@chitkara.edu.in WEB-FORM Journal of Multidisciplinary Research in Healthcare JMRH 23938536 23938544 10.15415/jmrh https://jmrh.chitkara.edu.in/ 10 30 2025 10 30 2025 11 2 10.15415/jmrh.2025.112 https://jmrh.chitkara.edu.in/2025/vol-11-no-02/ The Associations between Depression, Anxiety, Stress, and Academic Performance: A Cross-Sectional Study among University Students Psychology, De Montfort University, Leicester, England. Mutaz Maawia Osman https://orcid.org/0009-0008-2561-2632 Esraa Abdelrahman Alim Health Psychology, Gezira University, Gezira, Sudan Background: Depression, anxiety, and stress are common mental health challenges among university students that may negatively influence their academic performance. Purpose: This study aims to examine the association between depression, anxiety, stress, and academic performance among university students. Methods: A quantitative cross-sectional design was employed to gather data from 85 students from De Montfort University (Leicester and Dubai campuses) selected through purposive sampling (77.6% female; M_age = 20.4 years). Participants completed the Depression, Anxiety, and Stress Scale (DASS-21) and the Academic Performance Scale (APS). Pearson correlation analyses were used to assess relationships among variables, and simple linear regressions examined the predictive effects of depression, anxiety, and stress on academic performance. Results: Academic performance showed significant negative correlations with depression (r = −0.50, p < .01), anxiety (r = −0.47, p < .01), and stress (r = −0.47, p < .01). Depression, anxiety, and stress were strongly interrelated (r = 0.74–0.84), suggesting these psychological difficulties commonly co-occur. Simple linear regression analysis revealed that depression (β = −0.50, p < .001), anxiety (β = −0.47, p < .001), and stress (β = −0.47, p < .001) each significantly predicted poorer academic performance. Conclusions: Mental health difficulties are prevalent among university students and can adversely impact their academic performance. The results highlight the importance of university-based interventions in supporting students’ emotional well-being and academic success. The findings can be relevant for psychologists, counselors, clinicians, educators, and parents; these stakeholders are encouraged to use strategies that address both cognitive and emotional challenges faced by students. 10 30 2025 10 30 2025 46 53 10.15415/jmrh.2025.112006 https://jmrh.chitkara.edu.in/2025/the-associations-between-depression-anxiety-stress-and-academic-performance-a-cross-sectional-study-among-university-students/