The Impact of Mental Health Literacy on Risky Behaviors with the Mediating Role of Self-Perception and Emotion Regulation in Secondary School Students
Keywords:
Mental Health Literacy, Risky Behaviors, Self-Perception, Emotion Regulation, Secondary School StudentsAbstract
Objective: The aim of this study was to examine the impact of mental health literacy on risky behaviors with the mediating roles of self-perception and emotion regulation among secondary school students. Methods and Materials: This descriptive-correlational study was conducted among secondary school students in District 1 of Sanandaj during the 2024–2025 academic year. A total of 280 participants were selected using stratified random sampling. Instruments included the Youth Risk Behavior Survey (YRBS), the Mental Health Literacy Questionnaire, Harter’s Self-Perception Profile, and Garnefski’s Emotion Regulation Questionnaire. Data were analyzed using Pearson correlation and Structural Equation Modeling (SEM) via SPSS-27 and AMOS-21. Findings: Results showed a significant negative relationship between mental health literacy and risky behaviors (β = -0.28, p < 0.001). Mental health literacy also had significant direct effects on self-perception (β = 0.43, p < 0.001) and emotion regulation (β = 0.39, p < 0.001). Self-perception (β = -0.21) and emotion regulation (β = -0.26) were significant predictors of reduced risky behaviors. The indirect effect of mental health literacy on risky behaviors via the mediators was significant, and the total effect was estimated at β = -0.53. Fit indices confirmed the model's adequacy (CFI = 0.95, RMSEA = 0.051). Conclusion: The findings suggest that enhancing mental health literacy can reduce adolescents’ risky behaviors by improving their self-perception and emotional regulation. Educational interventions focusing on mental health awareness and emotional skills are essential in school settings.
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