Sociodemographic and Educational Factors as Predictors of Mental Health Literacy in Pre-service Teachers Studying at a University in Türkiye

Abstract

The study examined links between pre-service teachers’ mental health literacy (MHL) and their sociodemographic, educational, and health-related characteristics. Self-report questionnaires, including the Mental Health Literacy Scale (MHL-Scale), were completed by 704 candidates using a mixed-mode survey design (online and paper-and-pencil formats). It was found that there were significant gender differences, with females reporting higher MHL than males. Subsequently, Hierarchical Multiple Regression (HMR) analyses using the MHL-Scale total score were conducted separately for each gender. Specifically, the HMR model for female candidates significantly predicted MHL, with educational and sociodemographic characteristics accounting for 18.5% of the total variance (Adjusted R2 = .185, p < .001), where the department was the strongest predictor (β = .27). Similarly, the HMR model for male candidates was also significant, explaining 13.5% of the total variance (Adjusted R2 = .135, p < .001), with the accommodation status (β = .35 and β =.33) and Guidance and Psychological Counselling (GPC) department (β = .29) emerging as the strongest predictors. These findings provide evidence-based guidance for teacher education programs, emphasizing the need for mandatory, targeted curricula and interventions to boost MHL capacity, particularly among male candidates and those in non-GPC departments/unsupported living situations, and thereby enhance their future contribution to school-based mental health.

Keywords

• Mental health literacy
• School mental health
• Sociodemographic factors
• Educational factors
• Pre-service teachers

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