Abstract
OBJECTIVE: The transition to university life represents a critical period for mental health, with social participation playing a pivotal role in student adjustment and mental health. This study aims to examine the relationship between social participation and mental health among university students, utilizing Social Integration Theory as a theoretical lens to elucidate how different dimensions of social participation contribute to or detract from psychological well-being within the university social environment. The findings seek to provide nuanced insights into the dynamics of social integration and its implications for student mental health promotion. METHODS: This study employed a quantitative, cross-sectional survey design. All 1,147 participants were undergraduate students from diverse academic disciplines at University H in China. The participants aged between 18 and 23 years, with 783 males (68.3%). The reliability and validity of questionnaire and scales were assessed using Exploratory Factor Analysis and Cronbach's alpha coefficient. The variables examined included Social Participation, Mental Health, Social Support, and Sense of Belonging, along with demographic variables such as age, gender, economic status and academic year. Statistical analyses, including correlation analysis and mediation analysis, were conducted to examine the associations between social participation and mental health outcomes, controlling relevant covariates. RESULTS: This study found that university students with a higher economic status tended to participate more frequently in campus group activities and social networking activities, while those with a lower economic status were more likely to participate in social resource-building activities. Freshmen were found to be most active in campus group activities, whereas juniors were more involved in social resource-building activities. Social support and sense of belonging play significant buffering/enhancing roles in the relationship between social participation and depression, life satisfaction. CONCLUSION: Social participation plays a crucial role in facilitating university students' integration into campus life and has a substantial impact on their mental well-being. This study validates the applicability of social integration theory in elucidating the social adaptation process of university students through empirical analysis. On this basis, it further offers a significant theoretical framework and practical guidance for enhancing mental health policies for university students.