Predictors of Mental Health Literacy Among Graduating University Students

Abstract

Mental Health Literacy (MHL) is increasingly recognised as a critical foundation for promoting psychological well-being among young adults, yet its predictors remain insufficiently examined among graduating university students in Malaysia. This conceptual paper synthesises current empirical evidence and theoretical perspectives to position MHL as a multidimensional construct shaped by individual knowledge, attitudes toward help-seeking, stigma, social support, and institutional accessibility to mental health resources. Existing literature indicates that while students may recognise mental health problems, gaps persist in procedural literacy and confidence to navigate available support systems, particularly within cultural contexts where stigma and confidentiality concerns remain prevalent. Drawing on contemporary help-seeking and behavioural models, this paper argues that MHL develops through the interaction of cognitive, emotional, and contextual determinants rather than isolated informational factors. Despite growing research interest, major gaps remain, including limited focus on final-year students, insufficient multivariable predictive analyses, and the absence of longitudinal evidence tracking changes in MHL during the transition to the workforce. This paper proposes a refined conceptual understanding of the predictors of MHL and highlights theoretical and practical implications for Malaysian higher education institutions. Strengthening institutional support systems, integrating stigma-reduction initiatives, and improving the clarity of service pathways are vital for enhancing help-seeking behaviour among graduating students. The paper concludes with recommendations for future research to explore mediating and moderating mechanisms, adopt mixed-method or longitudinal designs, and evaluate integrated mental health interventions tailored to culturally specific needs.