| dc.description.abstract | Background:
Depression remains a critical public health challenge globally, with escalating prevalence among
university students in low- and middle-income countries like Bangladesh. In Chittagong,
cultural, academic, and socioeconomic pressures exacerbate mental health risks, yet regional
determinants of depression remain underexplored. This study aimed to assess the prevalence and
determinants of depression among university students in Chittagong, Bangladesh, focusing on
socio-demographic, lifestyle, and psychosocial factors.
Methodology:
A cross-sectional study was conducted using a structured questionnaire administered to 391
students aged 18–25 from public and private universities. The PHQ-9 validated tool measured
depression severity. Multi-stage stratified and convenience sampling ensured diverse
representation. Ethical protocols included informed consent and data anonymization. Data were
analyzed via SPSS (version 24), employing univariate, bivariate, and logistic regression analyses
to identify associations.
Result:
The prevalence of depression was alarmingly high (80.1%), with 36.1% mild, 25.6% moderate,
and 18.4% moderately severe/severe cases. Key determinants included irregular dietary habits
(meal skipping: p <0.05), poor sleep quality (p <0.05), sedentary behavior, and inadequate
family support (p <0.05). Socio-demographic factors such as first-year enrollment (55%
moderate depression) and female gender (61.1% severe depression) showed trends but lacked
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statistical significance. Students in Computer Science reported higher depression rates,
potentially linked to academic rigor.
Conclusion:
This study underscores the urgent need for targeted interventions addressing modifiable lifestyle
factors and strengthening psychosocial support systems in universities. Recommendations
include integrating mental health services, promoting sleep hygiene and nutrition education, and
fostering peer/family support networks. Policymakers should prioritize mental health in national
strategies to mitigate this crisis, aligning with Sustainable Development Goal 3 for equitable
well-being. Addressing these determinants holistically could enhance student resilience and
academic outcomes in Bangladesh. | en_US |
