Abstract
Engineering and construction industry workplace culture is known to undermine the mental health of workers and professionals, yet relatively little is known about the mental health of university students aiming to work in the industry. This is concerning, given evidence that students face increasing mental health risks in balancing study, work, and life demands within the context of declining government support for education in many parts of the world. To address this knowledge gap, an exploratory survey of construction management, civil engineering, and architecture students enrolled in one Australian university was conducted using the University Student Depression Inventory (USDI). The survey aimed to identify prevalence, symptoms, and support for depression in this student cohort. Overall, the prevalence of depression was found to be considerably higher than other student groups that have previously been tested using the same instrument. Architecture students scored the highest on the USDI, with female students appearing to suffer higher levels of depression than male students. The likelihood of students suffering depression was significantly shaped by their age, enrollment status, year of study, and number of hours studied. Students in all groups were generally cynical toward, and unaware of, the support structures offered by their university and employers. These results contribute to the emerging literature on mental health in the construction and engineering industry by providing insights into a relatively understudied part of the future workforce. The results will enable university and construction managers to develop better targeted strategies to improve the mental well-being of students.
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Data Availability Statement
All data, models, and code generated or used during the study appear in the submitted article.
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Journal of Civil Engineering Education
Volume 146 • Issue 3 • July 2020
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©2020 American Society of Civil Engineers.
History
Received: Sep 7, 2018
Accepted: Dec 4, 2019
Published online: Mar 12, 2020
Published in print: Jul 1, 2020
Discussion open until: Aug 12, 2020
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