Skip to main content
NCBI home page
International Journal of Qualitative Studies on Health and Well-being logoLink to International Journal of Qualitative Studies on Health and Well-being
. 2025 Nov 2;20(1):2576004. doi: 10.1080/17482631.2025.2576004

Gender differences in mental health experiences and perceived social support among university students: a qualitative case study

Aashiq Khan a, Irum Zeb b,1, Shuanghu Fang a,*
PMCID: PMC12581782  PMID: 41176709

Abstract

Purpose

This study explores gender differences in university students' experiences with perceived social support (PSS) and its impact on their mental health. It aims to understand how male and female students perceive and use social support and how these differences affect their mental well-being.

Methods

Interviews with twenty students (10 males and 10 females) from a large public university in China.

Results

Thematic analysis revealed gender differences. Female students showed stronger emotional connections with support networks but experienced added pressure from academic demands and traditional gender roles. Male students were less likely to share emotions due to cultural expectations of masculinity, which led to feelings of isolation and emotional strain. Faculty support played an important role in easing students' stress.

Conclusion

Findings highlight the need for gender-sensitive mental health strategies and inclusive policies that reduce cultural stigma and improve support systems in higher education.

Keywords: Gender differences, mental health, perceived social support, perceptions, university students

Introduction

Students often face psychological problems that negatively affect their mental health as they experience academic pressure, financial worries, and personal challenges during University life, which can boost anxiety and depression. Mental health problems are very common among university students (Bakır & Dilmaç, 2025). A recent study shows that students experience high rates of anxiety, depression, and stress-related disorders, with almost one in three students universally showing signs of mental distress (Al-Garni et al., 2025). Many students also experience complications adjusting to new social environments, particularly when transitioning away from familial support systems and familiar cultural settings, and these pressures can significantly impact students' mental health (Rodeiro et al., 2025). Mental health pressures faced by university students can be compounded by differences in educational programs, cultural values, and social expectations, which can influence overall students' wellbeing.

In the context of China, higher education is highly modest and associated with significant personal and societal potentials (Mok, 2015). The Gaokao, China's national college entrance exam, plays a central role in determining students' future career forecasts and social standing (Liu & Helwig, 2022). This competitive environment, combined with academic pressure and family expectations, can contribute to increased stress and mental health issues among students. Moreover, financial burdens, especially for students from low-income backgrounds, further worsen mental health challenges, making it important to examine both the individual and universal factors that contribute to these issues (Cheung et al., 2020).

One important protective factor for university students is perceived social support (PSS), which refers to the belief that family, friends, and faculty are available to offer help and support during difficult times (Khan et al., 2024). When PSS is at a higher level, it is related to lower levels of anxiety, stress, and improved overall mental health (Rogowska et al., 2020). Several studies have found that females generally need more emotional and social support than males, who tend to rely more on practical support (Tifferet, 2020). However, PSS is not a universal concept, as its awareness and sources can vary depending on cultural norms, gender expectations, and the availability of welfare systems. From an international perspective, the availability and type of PSS can differ significantly. In countries with stronger welfare systems, students may expect more formalized support from mental health services and state institutions (Ribanszki et al., 2022). In contrast, family and peer support often play a more prominent role in China. This contrast highlights the importance of considering cultural contexts when studying mental health and PSS among university students.

However, few studies have explored the connection between gender, perceived social support (PSS), and mental health in Chinese universities. The role of gender differences in shaping these dynamics is remarkably underexplored. PSS is not just about having people around; it is strongly influenced by social and cultural factors, especially gender differences (Fernandez, 2023). Gender differences refer to the unfair treatment of individuals based on their gender, resulting in unequal access to resources and opportunities. The United Nations recognizes that such differences can occur through institutional policies, rules, or social practices that advantage one gender over another (Canton, 2021). In university settings, gender differences occur through rules, systems, or behaviors that confer more advantages to one gender. Furthermore, gendered experiences directly shape how students perceive and receive social support and how they cope with mental health stressors. Female students, for instance, are often socialized to express emotions openly and seek support during stress (Kneavel, 2021). Male students are usually discouraged from showing vulnerability because society expects men to be strong. Cultural norms in many societies, including China, link emotional control and independence with male strength, creating barriers for male students to express their feelings or seek help openly. Social and cultural ideas about masculinity often stop male students from sharing their feelings or asking for help (Mahalik & Di Bianca, 2021).

Gender differences in mental health among university students

Gender differences in mental health have been widely studied in numerous populations, including university students (Nogueira et al., 2022; Prowse et al., 2021; Wong, 2016). Studies consistently find that female students tend to report higher levels of anxiety, depression, and overall psychological distress than male students (Blanco et al., 2021; Gao et al., 2020). These differences are influenced by social and cultural factors, with social factors playing a more prominent role in shaping gender variances in mental health outcomes than biological factors. While some studies explore the role of biological factors, such as hormonal variations and stress, it is important to note that these influences do not provide a full clarification for gender differences in mental health. The majority of the evidence suggests that social and cultural factors primarily shape these differences. Social and cultural expectations influence the experiences and expressions of emotions among males and females (Morken et al., 2019). Females are often socialized to express susceptibility and seek support, which can make them more likely to report mental health problems (Keng et al., 2019). In contrast, males are regularly encouraged to overpower their emotions, due to societal expectations of impassiveness and emotional limitation (Younis, 2022). The cultural framework can lead to males being less likely to seek help and more likely to internalize distress, which may result in underreporting of psychological issues (Chaplin et al., 2008). These factors should not be overstated. The indication primarily suggests that gender differences in mental health outcomes among university students are more heavily influenced by social and cultural factors, rather than biological factors. Therefore, it is crucial to frame these differences within the context of socialization processes, gender expectations, and cultural norms.

Perceived social support and its role in student mental health

According to Zimet et al. (1988), received social support refers to the actual help or assistance that a person gets from others. PSS is how much a person believes they are supported by their friends, family, or social environment. PSS is the most investigated form of social support and has been proven to lower university students' stress and anxiety levels (Guo et al., 2021). Several studies have observed the relationship between PSS and mental health, demonstrating the beneficial effects of social support on mental health, particularly in those who are under much stress (Acoba, 2024; Sherbourne, 1988). Some studies have shown strong links between self-efficacy, social support, and mental health. Self-efficacy can predict well-being based on perceived mental health, and this link is often hindered by degrees of social support and hopefulness (Chen et al., 2020; Rippon et al., 2024). PSS improves diverse people's emotional well-being and mental health (Brunsting et al., 2021). It plays an important role in cultivating general health and mental health among students in higher education (Ala et al., 2024).

Gender differences in perceived social support and its impact on mental health

Gender has a significant impact on how people perceive social support. Social and cultural norms surrounding gender roles influence how individuals seek and receive support. A study has demonstrated that females report higher levels of perceived social support and can communicate their emotions and use coping techniques based on family relationships in their environment (Tan, 2024). Males are frequently reported to have low levels of support from their families and are less likely to seek support from their surroundings (Bellamy, 2009; Spitze & Logan, 1989). These gender disparities have noteworthy significance for wellbeing. Females' confidence in social support can help to alleviate stress, but it may also make them more emotionally vulnerable to relationship problems (Batz-Barbarich et al., 2018; Kennedy et al., 2020). In university, differences among male and female students in their perceptions and use of social support are linked to academic stress and personal growth (Talwar et al., 2013). Female students frequently benefit from emotional encouragement, whereas male students may prefer practical or academic help (Wong et al., 2020). In China, males are often discouraged from seeking help, while females receive more emotional support (Chiu, 2004; Shi, 2020). Studies in Chinese universities show that Male students report lower support and higher stress (Gao et al., 2020). Females usually seek emotional support, while males often avoid confronting problems or resort to coping strategies that are less adaptive, such as denial or substance use (Liddon et al., 2018; Seamark & Gabriel, 2018). While these gendered patterns reflect socialization processes, how these differences manifest in mental health suggests that social norms are the primary driving force. Additionally, the Social Support Theory by Cohen and Wills (1985) highlights that social support can help to reduce stress and anxiety and foster mental health. It distinguishes between informational, instrumental, and emotional assistance and explains how each affects well-being. Regarding gender, the theory clarifies that social norms influence male and female students' use and access of social support, with women generally developing closer emotional bonds and men, who are often isolated because of their inability to express their emotions. Although there is growing awareness of mental health in higher education, few studies have explored how gender differences affect access to PSS and mental health. This qualitative study aims to uncover the social and cultural barriers students face, with a particular focus on how gender differences shape access to PSS and influence mental health outcomes among university students. Specifically, the study seeks to answer the following research questions:

  • i.

    How do gender-based differences in students' mental health experiences manifest in university settings?

  • ii.

    How do male and female students perceive and utilize social support differently?

  • iii.

    How does perceived social support (PSS) impact mental health, and how does this differ by gender?

Methods

The qualitative exploratory approach was chosen for this study to capture the complexity of students' lived experiences, particularly how their gender identity (Nakamura et al., 2022) affects their interaction with support networks and mental health. Qualitative techniques are ideal for investigating emotional and social experiences influenced by culture, institutions, and individuals (Denzin & Lincoln, 2011). This design focuses on students' lived experiences and sheds light on how gender affects their perceptions, use, and benefits from social support in university settings.

Research setting and participants

The study targeted H University students aged eighteen and up to systematically understand gender perceptions of perceived social support and its impact on their mental health. A purposive sample of twenty students was selected, with an equal number of ten males and ten females to allow for equal gender representation. In terms of age, six participants were between eighteen and twenty-one years old, ten were between twenty-two and twenty-five, and four were aged twenty-six or older. All participants were of Han Chinese ethnicity, making up 100% of the sample, which reflects the population demographic profile. Participants were drawn from three academic disciplines relevant to the research focus: seven were from Education, eight from Psychology, and five from Sociology. These fields were deliberately chosen because they emphasize topics related to mental health, gender, and social issues. This sampling method aimed to ensure that participants were well-suited to provide rich, relevant data aligned with the study's questions (Robinson, 2014). Participant abbreviations were used throughout the findings section for confidentiality: FS = female students, and MS = male students.

Data collection

Data was collected using semi-structured interviews, which allowed participants to share their experiences while ensuring reliability across core themes such as perceptions of social support, sources of support, emotional well-being, stress, and the influence of gender norms. Depending on participants' language preferences, interviews were conducted in Chinese and English on the H University campus. Each interview lasted approximately thirty to forty minutes. A professional transcript service transcribed the interviews exactly from audio recordings.

Ethics approval and considerations

This study was approved by the Huazhong University of Science and Technology Ethics Committee, which complied with the Declaration of Helsinki's tenets (IRB No. 20221027). All participants provided written informed consent, were informed of their right to withdraw at any time, and were assured of the confidentiality of their responses. Digital data was securely stored using encryption, and pseudonyms were used to protect participants' identities. Information about university counseling services was provided for participants requiring support.

Data analysis

The interview data were analyzed using thematic analysis, as Braun and Clarke (2021) outlined. This method was chosen to systematically identify and interpret patterns of meaning within participants' responses. The analysis was conducted in six main phases: During Phase 1, two authors engaged in deep immersion with the interview data through repeated readings of transcripts, taking detailed notes, and highlighting early impressions. This iterative review helped identify initial patterns and ensured a strong analytical foundation. In Phase 2, open coding was performed, resulting in 94 codes, which captured participants' experiences across various domains, such as academic anxiety, environmental stressors, emotional coping, self-reliance, and social support. During Phase 3, these codes were examined for recurring patterns, and the authors developed categories through collaborative discussions. This process ensured confirmability and consistency in the theme construction. Data saturation was observed when no new codes or ideas emerged after analyzing the 20 interviews (10 male and 10 female students). The later interviews reinforced existing patterns without contributing new insights. In Phase 4, the themes were refined by comparing coded data and interpretive agreement among the authors, enhancing the credibility of the analysis. In the final Phases five and six, the team agreement clearly defined, named, and finalized themes. Complete definitions and thematic limitations were established. To ensure transferability, member checking was approved with selected participants, and thick descriptions were provided to illustrate the analytical decisions and support transparency in the research process.

Results

The results of this study are organized into two main themes from the data: (i) Perceived Social Support in Higher Education, and (ii) Influence of Gendered Perceived Social Support on Mental Health. Each theme includes several subthemes that offer insights into the gendered dynamics influencing students' experiences of social support and mental health. Table I summarizes the main themes and subthemes identified from the interviews. Each participant is identified using the abbreviations FS for female students and MS for male students.

Table I.

Themes depicting gendered experiences of perceived social support and mental health in higher education.

No. Themes Subthemes
1 Experiencing social support in university life
  • i.

    Support from family

  • ii.

    Support from peers

  • iii.

    Feeling noticed and supported by faculty
2 How gender shapes the mental health effects of social support
  • i.

    Emotional and academic strain due to lack of support

  • ii.

    Coping and emotional strength gained through support
Open in a new tab

Experiencing social support in university life

Sources of support (family, peers, faculty/teacher)

Perceived social support in higher education refers to students' awareness and reception of care, assistance, and understanding from key social relationships, including family members, peers, and academic staff/teachers. Both male and female participants identified similar sources in response to the question about where students draw their emotional and practical support. However, their experiences revealed distinct gender differences in the nature and depth of that support.

Family support

Female students consistently identified their families, particularly mothers, as central sources of emotional support. The relationships were characterized by regular communication, empathy, and moral encouragement, especially during academic or emotional distress periods.

FS3 stated: “Whenever I feel overwhelmed, my mother is the first person I call. She doesn’t give solutions, but just listening to her makes me feel calm.”

This reflects a pattern in which female students maintain emotionally expressive relationships with their families, allowing them to navigate university stress more comfortably. In contrast, male participants tended to view family support through a more practical or financial lens. Emotional conversations were rare, and expectations around masculinity often discouraged open expression.

As MS2 remarked: “My father supports me financially, and I know he is proud, but we do not talk about emotions or mental health.”

These responses demonstrate how traditional gender norms influence male students' views on appropriate emotional behavior, limiting their ability to receive close emotional support from family even when they need it.

Peer support

Peers were important sources of support for both male and female students. However, female students often reported deeper and more emotionally supportive friendships that sometimes replaced family support during difficult times.

FS4 explained: “My roommates are like my sisters. We talk about everything, stress, relationships, and even family problems. That support keeps me going.”

These peer dynamics function as emotional buffers, fostering a sense of safety and shared experience among female students, especially those studying far from home. By contrast, male students described peer support as instrumental, often centred on academic collaboration or shared activities.

MS1 noted: “We help each other with assignments and projects. But we do not really talk about personal stuff.”

The absence of emotional disclosure in male peer groups suggests that while male students benefit from companionship and academic assistance, they often lack the emotional intimacy that female students find in their friendships.

Faculty support

Both male and female participants discussed support from academic staff, though the quality and approachability of faculty members appeared uneven. Some female students had positive experiences where faculty displayed concern beyond academics.

FS2 shared: “My professor noticed I was quieter in class and asked me everything was ok with you? That small gesture meant a lot.”

This finding shows that faculty and teachers can impact students' mental health and well-being. When universities do not have strong support services or counseling available, the support from teachers becomes even more valuable. Teachers who listen, share their own experiences, and show understanding can help students feel supported and less stressed. This kind of personal connection can improve students' emotional health and help them succeed academically. Therefore, faculty members can be a key source of help for students, especially in places where formal support systems are limited or hard to access.

A teacher's undesirable behavior can cause stress, anxiety, and depression for male students, making them feel unsupported. When students try to share their struggles but are dismissed or told to cope, it can stop them from seeking additional help and support.

MS6 stated: “When I told about my depression, A professor just said, ‘Everyone is stressed, deal with it.’ That made me stop sharing.”

It is indicated that when teachers respond to students' stress with dismissive or uncaring comments, it can make students feel unsupported. In this scenario, students may stop sharing their feelings and avoid asking for help, which can hurt their mental health.

How gender shapes the mental health effects of social support

Emotional and academic strain due to lack of support

The analysis of student narratives revealed a clear and compelling connection between gendered experiences of perceived social support and students' mental health and academic performance. Both male and female participants discussed how the presence and absence of meaningful perceived social support shaped students' emotional health, sense of academic confidence, and capacity to manage university life. However, the nature and perception of this support were deeply influenced by gender roles and expectations. For female students, emotional and academic support from peers, faculty, and family often acted as a buffer against academic stress, loneliness, and performance anxiety. Those who reported receiving sustained encouragement and validation tended to describe higher motivation and psychological stability levels.

FS5 reflected: “My older sister went through the same university experience, so she always checks on me. Her support makes me feel I can survive this, no matter how tough it gets.”

However, several female participants also emphasized the psychological cost of insufficient or conditional support, especially when expectations of academic success were coupled with traditional gendered pressures.

FS1 shared: “At home, I am expected to get good grades but also cook and take care of my younger siblings. No one asks if I am tired or stressed. It is like being a student is not a full-time job for a girl.”

The lack of empathy and shared responsibility in families often leads to emotional fatigue, anxiety, and isolation among students. For male students, limited emotional support was strongly linked to social expectations of masculinity. Many felt they could not openly ask for help because they feared being seen as weak. This pressure to stay silent led to unresolved stress, poor focus, and worsening mental health. Many male students stated avoiding help-seeking behaviors despite experiencing emotional distress.

A participant MS3 stated, “I do not talk to anyone when I am low. I sleep a lot or stop going to class. However, no one notices because I am supposed to be the strong one.”

This finding highlights how gender norms can influence the behavior of male students. Many male participants felt they needed to appear emotionally intense, even when struggling. This pressure to hide their feelings made it difficult for them to seek help. For example, some students said they were aware of the support services offered by the university but chose not to use them.

Both male and female participants said that the attitudes and behavior of faculty members had a strong effect on their mental health. Students who felt supported and noticed by their teachers felt more connected to the university and experienced lower levels of stress. For example, one female student (FS4) said:

“One of my professors always checks in and asks how we are doing beyond academics.”

This shows that when faculty show care and concern for students' well-being, it can help improve their emotional health and overall university experience. That small gesture changed how I felt about being at this university. On the other hand, some students felt ignored or dismissed by faculty, especially when their difficulties did not align with standard assumptions about who typically struggles. These negative interactions left students feeling unsupported and increased their emotional distress. This highlights the important role of empathetic and inclusive faculty engagement in promoting student well-being.

Coping and emotional strength gained through support

Many male and female participants said that regular and supportive help from others had a positive effect on their mental health and ability to handle academic challenges. Support from family, friends, and teachers helped them deal with everyday stress and made them feel more emotionally stable in the challenging university environment. Female students mainly talked about how important it was to have relationships where their feelings were understood and accepted. These caring interactions comforted them and helped them feel that their struggles were everyday. This support helped them to protect themselves from anxiety, depression, and burnout.

As FS3 stated: “There were days when I tried and want to quit everything, but my mother would listen, not judge, and simply tell me to breathe and take it step by step. That gave me strength."

It shows that emotional support from family, specifically close family members such as mothers and siblings, can assist individuals in managing challenging emotions. FS3 recalled feeling overwhelmed and ready to give up, but her mother's supportive approach of attending without judgment and contribution, as well as her kind guidance, made her feel stronger. This support can reduce stress and depression and make them feel more capable of dealing with academic and personal issues.

Additionally, pupils relied heavily on the instructor's guidance. Many participants reported that when teachers provided advice, encouragement, and caring, they felt more confident in their studies. Teachers helped students feel like they belonged to the university, which is critical for mental health and academic achievement.

According to FS9: "My mentor always told me I am doing well and demonstrated that I believed in myself."

This motivation enabled students to overcome self-doubt and become more confident and resilient. Extrinsic motivation from teachers and mentors is a key factor in enhancing students' mental health and boosting confidence. When mentors offer constructive responses and show faith in their pupils' talents, it decreases self-doubt and helps to foster a sense of confidence. This support can reduce tension and stress, making students feel more accomplished in completing their academic tasks. Overall, supportive teacher connections make students feel more motivated, respected, and connected to their academic environment, which improves their emotional well-being and academic performance during the academic journey.

Male students also defined that receiving support from close friends or faculty members is very important for their mental health. Although guys had less supportive moments than female students, the ones they had a significant impact. Many students stated their encounters as intensely important and emotionally compelling, making them feel understood and less alone. This proves that male students may receive less support, but it can improve their mental well-being.

As MS7 said, "My teacher noticed I had not been attending class and sweetly asked if everything was okay. She did not judge me or give me advice; she just listened.

It demonstrates that the statement emphasizes the necessity of professors providing care respectfully and nonjudgmentally. When a teacher observed a student was missing classes and kindly inquired about their well-being without offering advice or passing judgment, the student felt heard and supported. Listening without pressure can provide a safe environment for pupils to discuss their difficulties. Faculty who exhibit such supportive conduct might assist students in minimizing stress and urge them to seek help when necessary. This strategy fosters trust and can boost students' emotional health and academic engagement.

Male students felt more comfortable sharing their emotions with their peers and, sometimes, their teachers. When this support was provided without judgment or negativity, the kids were able to understand their difficulties and accept their emotions as valid and significant. This type of support allowed them to understand better and manage their emotions.

According to MS5, "When my teacher told me she, too, struggled with her studies, I felt less alone." It helped me realize that even successful people face difficulties. That made me feel better and encouraged me to keep going."

This demonstrates that when teachers discuss their hardships, students feel less alone in their problems. It helps children learn that having challenges is normal and does not imply that they are failing. This type of communication can offer pupils hope and motivate them to keep working through difficulties. It improves their mental health by lowering emotions of loneliness and self-doubt.

Discussion

This study explored the differences between male and female university students in their experience of social support and mental health. The results revealed apparent gender differences in how students seek, receive, and use social support during their time at university. Current research provides new qualitative evidence from China, demonstrating that gendered expectations and cultural norms shape students' experiences of social support and mental health. The findings of the current study align with the social support theory, indicating that social support helps to reduce stress and promote mental health, and that gendered societal norms can influence the type and convenience of support (Flaherty & Richman, 1989). Female students usually molded emotionally supportive networks; on the other hand, male students relied more on practical support, an area less addressed in previous studies. It is found that male students often avoid seeking emotional support due to worries of judgment, reflecting cultural norms around masculinity. In particular, the study found that:

Gendered nature of perceived social support

Female students reported having stronger emotional relationships with their families, predominantly with their mothers. They also mentioned having friends who provided emotional support when they were experiencing academic stress. Male students, on the other hand, saw family support as more practical or pecuniary, and their friendships were frequently devoid of emotional connection. These gender differences are consistent with previous research showing that women tend to develop emotionally supportive networks, while men are usually socialized to limit emotional expression (Uhing et al., 2021). Social support can vary between genders, which further underscores the relevance of social support theory in understanding these dynamics.

Emotional support and academic resilience

Faculty and teacher support had a significant but inconsistent impact on students' mental health. Female students who received empathy and compassion from professors felt more valued and connected, increasing their motivation and sense of belonging at university. Social Support Theory suggests that emotional support from significant others can foster resilience and well-being (Armstrong et al., 2005). These results aligned with previous studies showing that positive teacher-student relationships improve emotional well-being and academic engagement (Aldrup et al., 2018; Zheng, 2022). However, when faculty were dismissive or unsupportive, female students felt discouraged, which lowered their trust in the university and harmed their mental health. For male students, the absence of mentorship that addressed emotional needs often caused feelings of isolation and neglect. This aligns with previous research showing that male students are less likely to seek or receive emotional support in academic environments. (Brown et al., 2021).

Mental health impacts and gender expectations

The study showed that perceived social support influenced students' mental health. Emotional support helped female students handle academic stress and avoid burnout. They felt more emotionally tired when this support was missing, especially when combined with extra responsibilities like caregiving. On the other hand, male students often kept their feelings to themselves and avoided asking for help because of social pressures. This led to feelings of loneliness and emotional pain. These results agree with past studies that found male students are less likely to seek mental health support because they worry about being judged or seen as weak (Clark et al., 2020; Lynch et al., 2018). In Social Support Theory, it has been shown that a lack of emotional support can contribute to poor mental health outcomes, especially when gender norms discourage seeking help.

Broader implications for higher education policy and practice

The findings highlight the need for a gender-sensitive strategy to support student mental health in universities. Higher education institutions should acknowledge the distinct social and cultural barriers that male and female students experience. This includes teaching academics and staff to recognize early warning signals of mental distress and respond appropriately. Gender-sensitive interventions, as highlighted by the Social Support Theory, are critical in addressing the specific needs of students. Universities should offer gender-inclusive counseling services and establish peer support groups where students can openly discuss their experiences. Policies must also take gender-specific obligations into account, such as the caregiving roles that female students are frequently allocated and the emotional suppression that male students are supposed to undergo. Addressing these concerns can enhance access to mental health services and build a safer, more inclusive university environment.

Limitations of the research

This study has some limitations to consider. First, it was carried out at a single university, so the results may not represent students from other universities or different areas. Student experiences can vary depending on cultural, social, and institutional contexts. Second, the study used a qualitative method with a small number of participants. While qualitative research provides in-depth insights into students' experiences, it limits the ability to generalize findings to larger populations. However, this approach offers a rich, detailed understanding of individual perspectives that cannot be obtained through quantitative methods. Future research with larger samples and mixed methods could offer a more comprehensive view of the topic. Third, the data were based on self-reports, which might be affected by participants' willingness to share and their recall of events. There is also a chance that participants gave answers they thought were expected (social desirability bias). Additionally, this study collected data at a single point in time after students had already started their university programs. Stress levels and perceptions of mental health may vary at different stages, such as before entry or during exams, and students' definitions of these concepts may differ. Future studies should consider longitudinal approaches and explore how students define stress and mental health themselves.

Finally, while the study focused primarily on perceived social support and mental health, other relevant factors, such as academic workload (Kausar, 2010), financial stress (Tran et al., 2018), and physical health concerns (Ribeiro-Silva et al., 2022), were not explored in depth. These factors could also impact students' well-being and should be examined in future studies.

Conclusion

This study found that perceived social support is important for university students' mental health. Emotional support from family, friends, and faculty helps students manage academic stress and build resilience. However, gender differences affect how students experience support and mental health. Female students often benefit from emotional support but face extra challenges due to gender roles. Male students may have difficulty expressing emotions because of social expectations. These findings show that universities should develop gender-sensitive support systems that offer consistent and inclusive help to all students. Such efforts can improve students' well-being and academic success.

Funding Statement

This study was funded by the National Social Science Fund of China (Grant no. 23BSH132). (This study was funded by the Open Fund of Key Laboratory of Philosophy and Social Science of Anhui Province on Adolescent Mental Health and Crisis Intelligence Intervention) (SYS2023A01)

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

Data is available upon reasonable request due to privacy/ethical restrictions.

References

  1. Acoba, E. F. (2024). Social support and mental health: The mediating role of perceived stress. Frontiers in Psychology, 15, 1330720. 10.3389/fpsyg.2024.1330720 [DOI] [PMC free article] [PubMed] [Google Scholar]
  2. Ala, S. Í., Ramos-Campos, F., & Relva, I. C. (2024). Symptoms of post-traumatic stress and mental health in a sample of university students: The mediating role of resilience and psychological well-being. European Journal of Investigation in Health, Psychology and Education, 14(8), 2262–2281. 10.3390/ejihpe14080151 [DOI] [PMC free article] [PubMed] [Google Scholar]
  3. Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126–136. 10.1016/j.learninstruc.2018.05.006 [DOI] [Google Scholar]
  4. Al-Garni, A. M., Shati, A. A., Almonawar, N. A., Alamri, G. M., Alasmre, L. A., Saad, T. N., Alshehri, F. M., Hammouda, E. A., & Ghazy, R. M. (2025). Prevalence of depression, anxiety, and stress among students enrolled at King Khalid University: A cross-sectional study. BMC Public Health, 25(1), 354. 10.1186/s12889-025-21277-7 [DOI] [PMC free article] [PubMed] [Google Scholar]
  5. Armstrong, M. I., Birnie-Lefcovitch, S., & Ungar, M. T. (2005). Pathways between social support, family well being, quality of parenting, and child resilience: What we know. Journal of Child and Family Studies, 14(2), 269–281. 10.1007/s10826-005-5054-4 [DOI] [Google Scholar]
  6. Bakır, V., & Dilmaç, B. (2025). The mediating role of mental health in the relationship between childhood experiences and social media use disorder among university students: A mixed-methods study. Current Psychology, 44, 3444–3457. 10.1007/s12144-025-07427-5 [DOI] [Google Scholar]
  7. Batz-Barbarich, C., Tay, L., Kuykendall, L., & Cheung, H. K. (2018). A meta-analysis of gender differences in subjective well-being: Estimating effect sizes and associations with gender inequality. Psychological Science, 29(9), 1491–1503. 10.1177/0956797618774796 [DOI] [PubMed] [Google Scholar]
  8. Bellamy, J. L. (2009). A national study of male involvement among families in contact with the child welfare system. Child Maltreatment, 14(3), 255–262. 10.1177/1077559508326288 [DOI] [PubMed] [Google Scholar]
  9. Blanco, V., Salmerón, M., Otero, P., & Vázquez, F. L. (2021). Symptoms of depression, anxiety, and stress and prevalence of major depression and its predictors in female university students. International Journal of Environmental Research and Public Health, 18(11), 5845. 10.3390/ijerph18115845 [DOI] [PMC free article] [PubMed] [Google Scholar]
  10. Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE Publications.
  11. Brown, D., Barry, J. A., & Todd, B. K. (2021). Barriers to academic help-seeking: The relationship with gender-typed attitudes. Journal of Further and Higher Education, 45(3), 401–416. 10.1080/0309877X.2020.1774049 [DOI] [Google Scholar]
  12. Brunsting, N. C., Zachry, C., Liu, J., Bryant, R., Fang, X., Wu, S., & Luo, Z. (2021). Sources of perceived social support, social-emotional experiences, and psychological well-being of international students. The Journal of Experimental Education, 89(1), 95–111. 10.1080/00220973.2019.1639598 [DOI] [Google Scholar]
  13. Canton, H. (2021). United Nations entity for gender equality and the empowerment of women—UN women, The Europa directory of international organizations, 2021. 185–188. Routledge. 10.4324/9781003179900-29 [DOI] [Google Scholar]
  14. Chaplin, T. M., Hong, K., Bergquist, K., & Sinha, R. (2008). Gender differences in response to emotional stress: An assessment across subjective, behavioral, and physiological domains and relations to alcohol craving. Alcoholism: Clinical and Experimental Research, 32(7), 1242–1250. 10.1111/j.1530-0277.2008.00679.x [DOI] [PMC free article] [PubMed] [Google Scholar]
  15. Chen, J., Li, J., Cao, B., Wang, F., Luo, L., & Xu, J. (2020). Mediating effects of self‐efficacy, coping, burnout, and social support between job stress and mental health among young Chinese nurses. Journal of Advanced Nursing, 76(1), 163–173. [DOI] [PubMed] [Google Scholar]
  16. Cheung, S., Xie, X., & Huang, C.-C. (2020). Mind over matter: Mindfulness, income, resilience, and life quality of vocational high school students in China. International Journal of Environmental Research and Public Health, 17(16), 5701. 10.3390/ijerph17165701 [DOI] [PMC free article] [PubMed] [Google Scholar]
  17. Chiu, M. Y.-L. (2004). Why Chinese women do not seek help: A cultural perspective on the psychology of women. Counselling Psychology Quarterly, 17(2), 155–166. 10.1080/09515070410001728307 [DOI] [Google Scholar]
  18. Clark, L. H., Hudson, J. L., & Haider, T. (2020). Anxiety specific mental health stigma and help-seeking in adolescent males. Journal of Child and Family Studies, 29, 1970–1981. 10.1007/s10826-019-01686-0 [DOI] [Google Scholar]
  19. Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310–357. 10.1037/0033-2909.98.2.310 [DOI] [PubMed] [Google Scholar]
  20. Denzin, Norman, K., & Lincoln, Y. S. (2011). The Sage handbook of qualitative research. Sage. [Google Scholar]
  21. Fernandez, L. (2023). Unveiling gender dynamics: An in-depth analysis of gender realities. Influence: International Journal of Science Review, 5(3), 61–70. 10.54783/influencejournal.v5i3.182 [DOI] [Google Scholar]
  22. Flaherty, J., & Richman, J. (1989). Gender differences in the perception and utilization of social support: Theoretical perspectives and an empirical test. Social Science Medicine, 28(12), 1221–1228. 10.1016/0277-9536(89)90340-7 [DOI] [PubMed] [Google Scholar]
  23. Gao, W., Ping, S., & Liu, X. (2020). Gender differences in depression, anxiety, and stress among college students: a longitudinal study from China. Journal of Affective Disorders, 263, 292–300. 10.1016/j.jad.2019.11.121 [DOI] [PubMed] [Google Scholar]
  24. Guo, K., Zhang, X., Bai, S., Sakdiah Minhat, H., Nashriq Mohd Nazan, A. I., Feng, J., Li, X., Luo, G., Zhang, X., & Feng, J. (2021). Assessing social support impact on depression, anxiety, and stress among undergraduate students in Shaanxi province during the COVID-19 pandemic of China. PloS One, 16(7), e0253891. [DOI] [PMC free article] [PubMed] [Google Scholar]
  25. Kausar, R. (2010). Perceived stress, academic workloads and use of coping strategies by university students. Journal of Behavioural Sciences, 20(1), 31–45. [Google Scholar]
  26. Keng, S.-L., Lee, Y., Drabu, S., Hong, R. Y., Chee, C. Y. I., Ho, C. S. H., & Ho, R. C. M. (2019). Construct validity of the mclean screening instrument for borderline personality disorder in two singaporean samples. Journal of Personality Disorders, 33(4), 450–469. 10.1521/pedi_2018_32_352 [DOI] [PubMed] [Google Scholar]
  27. Kennedy, E., Binder, G., Humphries-Waa, K., Tidhar, T., Cini, K., Comrie-Thomson, L., Vaughan, C., Francis, K., Scott, N., & Wulan, N. (2020). Gender inequalities in health and wellbeing across the first two decades of life: An analysis of 40 low-income and middle-income countries in the Asia-Pacific region. The Lancet Global Health, 8(12), e1473–e1488. 10.1016/S2214-109X(20)30354-5 [DOI] [PubMed] [Google Scholar]
  28. Khan, A., Zeb, I, Zhang, Y., Fazal, S., & Ding, J. (2024). Relationship between psychological capital and mental health at higher education: Role of perceived social support as a mediator. Heliyon, 10(8), e29472. 10.1016/j.heliyon.2024.e29472 [DOI] [PMC free article] [PubMed] [Google Scholar]
  29. Kneavel, M. (2021). Relationship between gender, stress, and quality of social support. Psychological Reports, 124(4), 1481–1501. 10.1177/0033294120939844 [DOI] [PubMed] [Google Scholar]
  30. Liddon, L., Kingerlee, R., & Barry, J. A. (2018). Gender differences in preferences for psychological treatment, coping strategies, and triggers to help‐seeking. British Journal of Clinical Psychology, 57(1), 42–58. 10.1111/bjc.12147 [DOI] [PubMed] [Google Scholar]
  31. Liu, G. X. Y., & Helwig, C. C. (2022). Autonomy, social inequality, and support in Chinese urban and rural adolescents' reasoning about the Chinese college entrance examination (Gaokao). Journal of Adolescent Research, 37(5), 639–671. 10.1177/0743558420914082 [DOI] [Google Scholar]
  32. Lynch, L., Long, M., & Moorhead, A. (2018). Young men, help-seeking, and mental health services: Exploring barriers and solutions. American Journal of Men's Health, 12(1), 138–149. 10.1177/1557988315619469 [DOI] [PMC free article] [PubMed] [Google Scholar]
  33. Mahalik, J. R., & Di Bianca, M. (2021). Help-seeking for depression as a stigmatized threat to masculinity. Professional Psychology: Research and Practice, 52(2), 146–155. 10.1037/pro0000365 [DOI] [Google Scholar]
  34. Mok, K. H. (2015). Higher education transformations for global competitiveness: Policy responses, social consequences and impact on the academic profession in Asia. Higher Education Policy, 28(1), 1–15. 10.1057/hep.2014.27 [DOI] [Google Scholar]
  35. Morken, I. S., Røysamb, E., Nilsen, W., & Karevold, E. B. (2019). Body dissatisfaction and depressive symptoms on the threshold to adolescence: Examining gender differences in depressive symptoms and the impact of social support. The Journal of Early Adolescence, 39(6), 814–838. 10.1177/0272431618791280 [DOI] [Google Scholar]
  36. Nakamura, N., Dispenza, F., Abreu, R. L., Ollen, E. W., Pantalone, D. W., Canillas, G., Gormley, B., & Vencill, J. A. (2022). The APA guidelines for psychological practice with sexual minority persons: An executive summary of the 2021 revision. American Psychologist, 77(8), 953–962. 10.1037/amp0000939 [DOI] [PubMed] [Google Scholar]
  37. Nogueira, M. J., Sequeira, C., & Sampaio, F. (2022). Gender differences in mental health, academic life satisfaction and psychological vulnerability in a sample of college freshmen: A cross-sectional study. Journal of Gender Studies, 31(8), 895–904. 10.1080/09589236.2021.1979945 [DOI] [Google Scholar]
  38. Prowse, R., Sherratt, F., Abizaid, A., Gabrys, R. L., Hellemans, K. G. C., Patterson, Z. R., & McQuaid, R. J. (2021). Coping with the COVID-19 pandemic: Examining gender differences in stress and mental health among university students. Frontiers in Psychiatry, 12, 650759. 10.3389/fpsyt.2021.650759 [DOI] [PMC free article] [PubMed] [Google Scholar]
  39. Ribanszki, R., Katie S Taylor, J., Scheutzow, J. A., Saez Fonseca, S., & Ponzo (2022). Welfare systems and mental health in OECD and EEA countries: A scoping review. Humanities and Social Sciences Communications, 9(1), 431. 10.1057/s41599-022-01391-2 [DOI] [Google Scholar]
  40. Ribeiro-Silva, E., Amorim, C., Aparicio-Herguedas, J. L., & Batista, P. (2022). Trends of active learning in higher education and students' well-being: A literature review. Frontiers in Psychology, 13, 844236. 10.3389/fpsyg.2022.844236 [DOI] [PMC free article] [PubMed] [Google Scholar]
  41. Rippon, D., Shepherd, J., Wakefield, S., Lee, A., & Pollet, T. V. (2024). The role of self-efficacy and self-esteem in mediating positive associations between functional social support and psychological wellbeing in people with a mental health diagnosis. Journal of Mental Health, 33(6), 721–730. 10.1080/09638237.2022.2069695 [DOI] [PubMed] [Google Scholar]
  42. Robinson, O. C. (2014). Sampling in interview-based qualitative research: A theoretical and practical guide. Qualitative Research in Psychology, 11(1), 25–41. 10.1080/14780887.2013.801543 [DOI] [Google Scholar]
  43. Rodeiro, J., Olaya, B., Haro, J. M., Gabarrell-Pascuet, A., Ayuso-Mateos, J. L., Francia, L., Rodríguez-Prada, C., Dolz-del-Castellar, B., & Domènech-Abella, J. (2025). The longitudinal relationship among physical activity, loneliness, and mental health in middle-aged and older adults: Results from the Edad con Salud cohort. Mental Health and Physical Activity, 28, 100667. 10.1016/j.mhpa.2024.100667 [DOI] [Google Scholar]
  44. Rogowska, A. M., Kuśnierz, C., & Bokszczanin, A. (2020). Examining anxiety, life satisfaction, general health, stress and coping styles during COVID-19 pandemic in Polish sample of university students. Psychology Research and Behavior Management, 13, 797–811. 10.2147/PRBM.S266511 [DOI] [PMC free article] [PubMed] [Google Scholar]
  45. Seamark, D., & Gabriel, L. (2018). Barriers to support: A qualitative exploration into the help-seeking and avoidance factors of young adults. British Journal of Guidance Counselling, 46(1), 120–131. 10.1080/03069885.2016.1213372 [DOI] [Google Scholar]
  46. Sherbourne, & Cathy, D. (1988). The role of social support and life stress events in use of mental health services. Social Science Medicine, 27(12), 1393–1400. [DOI] [PubMed] [Google Scholar]
  47. Shi, W., Shen, Z., Wang, S., Hall, B. J., & Baranov, V. (2020). Barriers to professional mental health help-seeking among Chinese adults: A systematic review. Frontiers in Psychiatry, 11, 442. 10.3389/fpsyt.2020.00442 [DOI] [PMC free article] [PubMed] [Google Scholar]
  48. Spitze, J., & Logan, J. (1989). Gender differences in family support: Is there a payoff? The Gerontologist, 29(1), 108–113. 10.1093/geront/29.1.108 [DOI] [PubMed] [Google Scholar]
  49. Talwar, P., Kumaraswamy, N., & Mohd Fadzil, A. R. (2013). Perceived social support, stress and gender differences among university students: A cross sectional study. Malaysian Journal of Psychiatry, 22(2), 42–49. [Google Scholar]
  50. Tan, L. J. (2024). The relationship of self-esteem, perceived social support and help-seeking intentions among university students in Malaysia. UTAR. [Google Scholar]
  51. Tifferet, S. (2020). Gender differences in social support on social network sites: A meta-analysis. Cyberpsychology, Behavior, and Social Networking, 23(4), 199–209. 10.1089/cyber.2019.0516 [DOI] [PubMed] [Google Scholar]
  52. Tran, A. G. T. T., Lam, C. K., & Legg, E. (2018). Financial stress, social supports, gender, and anxiety during college: A stress-buffering perspective. The Counseling Psychologist, 46(7), 846–869. 10.1177/0011000018806687 [DOI] [Google Scholar]
  53. Uhing, A., Williams, J. S., Garacci, E., & Egede, L. E. (2021). Gender differences in the relationship between social support and strain and mortality among a national sample of adults. Journal of Behavioral Medicine, 44, 673–681. 10.1007/s10865-021-00221-1 [DOI] [PMC free article] [PubMed] [Google Scholar]
  54. Wong, K. (2016). Gender differences in mental health literacy of university students. Western Undergraduate Psychology Journal, 4(1). [Google Scholar]
  55. Wong, J. Y., Zounlome, N. O. O., Goodrich Mitts, N., & Murphy, E. (2020). You can do it! An experimental evaluation of an encouragement intervention for female students. The Journal of Positive Psychology, 15(4), 427–437. 10.1080/17439760.2019.1651887 [DOI] [Google Scholar]
  56. Younis, M. S. (2022). Gender disparity in mental disorders: A review article from Iraq. The Arab Journal of Psychiatry, 33(2), 122–128. [Google Scholar]
  57. Zheng, F. (2022). Fostering students' well-being: The mediating role of teacher interpersonal behavior and student-teacher relationships. Frontiers in Psychology, 12, 796728. 10.3389/fpsyg.2021.796728 [DOI] [PMC free article] [PubMed] [Google Scholar]
  58. Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52(1), 30–41. 10.1207/s15327752jpa5201_2 [DOI] [PubMed] [Google Scholar]

Associated Data

This section collects any data citations, data availability statements, or supplementary materials included in this article.

Data Availability Statement

Data is available upon reasonable request due to privacy/ethical restrictions.

Articles from International Journal of Qualitative Studies on Health and Well-being are provided here courtesy of Taylor & Francis

RESOURCES