Sociodemographic influences on Student Mental Health and their association with activation-regulating functional impairments

Abstract

Activation-regulating functions, grounded in Executive Function Theory, Self-Regulation Theory, and the Dysexecutive (DEX) Framework, refer to higher-order cognitive processes such as task initiation, sustained attention, planning, and prioritization that enable individuals to translate intentions into goal-directed action. In the university context, these functions are central to managing complex academic demands, organizing study activities, meeting deadlines, and maintaining engagement. Impairments in activation-regulating functions may increase stress, undermine motivation, and negatively affect mental health and overall well-being, particularly in the presence of persistent digital distractions such as smartphone use. This self-reported cross-sectional study involved 1204 participants and utilized the validated Arabic version of the activation dysexecutive questionnaire. Alongside this, demographic information and data on potential influencing factors were also collected. Significant differences were found, with various factors positively correlated with higher scores, indicating worse symptoms of activation dysfunction. Several of these factors are related to common Generation Z habits, such as the number of hours spent using smartphones or electronic devices ( p < 0.0001 ), number of weekly fast food consumption times ( p < 0.0001 ), number of social media platforms used ( p = 0.0027 ) and daily hours spent on social media ( p < 0.0001 ). Whereas, increasing number of weekly hours exercising/playing sports was correlated with lower dysfunction scores ( p < 0.0001 ). Other contributing factors include weak relationships with extended family ( p = 0.0008 ), specific family income groups ( p = 0.0099 ), specific GPA groups ( p = 0.0375 ), area of living ( p = 0.0023 ), previous consultations with a psychologist/psychiatrist ( p < 0.0001 ), and parental divorce ( p < 0.0406 ). On the other hand, participating in sports and exercising had a good impact on the activation subscale score ( p < 0.0001 ). So did having strong relationships with extended family ( p = 0.0008 ) and living with parents ( p = 0.0453 ). The study reveals significant factors affecting activation functions among university students, particularly Generation Z, with increased smartphone and social media use, frequent fast food consumption, weak familial relationships, and past mental health consultations linked to worse activation dysfunction. Conversely, participation in sports, strong family ties, and living with parents positively influence activation levels. To address these challenges, universities should promote healthier lifestyles through workshops on digital well-being and nutrition, encourage physical activity through organized sports, and provide resources for family counseling. Additionally, ensuring accessible mental health services can support students in navigating activation-related issues, fostering an environment conducive to both academic success and personal growth.