Mental health assessment in undergraduate students using DASS21 and Visual Working Memory Task

Abstract

Substantial adolescence is spent in an academic environment where the student can experience varying intensities of depression, stress, and anxiety, which can be fatal. To address this concern, we utilized the Depression Anxiety and Stress Survey (DASS) 21 and Modified Sternberg working memory, thereby assessing the emotional states and assessing the impact on the cognitive ability of students (n=37, F=7) in terms of working memory. An intervention was provided (Art of Living YES+ program) for ten days. The assessment is carried out in the time window of two months before and after the intervention. F-test and T-test(p≤0.05) on the scores and reaction time are performed for hypothesis testing. This statistical analysis reveals that both the depression category and stress category reject the null hypothesis. Among the thirty-seven, only five students took part in the post-intervention assessment, the scores in 28% of the questions had lower scores, and 19 % did not have any change; however, there was an increase in the scores in 42% of the questions. No significant changes are observed in the working memory ability of the students. Based on reaction time analysis: 11.62%, 16.27%, and 25.58% are outliers for each type of question, respectively. Two participants showed significantly lower reaction times, indicating a faster reading ability than the rest. This study shows that the intervention can positively impact emotional states-depression, stress, and affect working memory abilities.