Learning Styles and Mental Health in Higher Education Students

Abstract

The study examines the relationship between learning styles and mental health in university students through a systematic review and bibliometric analysis. Three specific research questions are formulated: (1) Is there an association between learning styles and mental health outcomes? (2) Do these associations vary based on sociodemographic characteristics? and (3) What are the most used instruments to assess these constructs? The methodology includes a systematic review, bibliometric analysis, and evaluation of methodological quality. After applying strict criteria, 30 relevant observational studies are selected. The NIH tool assesses the risk of bias, and bibliometric analysis identifies patterns in academic production. The diversity of instruments is notable, with the Kolb questionnaire being the most prevalent. Academic production has increased since 2018, with Scopus as the main source. In mental health, depressive symptoms are the most evaluated. Most studies have a low risk of bias. The review provides an updated synthesis of the relationship between learning styles and mental health in university students, identifying patterns and gaps. Although methodological quality is generally high, potential biases and variable instruments are acknowledged. Future research is proposed to explore specific associations and consider contextual factors, emphasizing the importance of addressing this complex relationship in the university environment.

Received: 6 March 2024 / Accepted: 26 May 2024 / Published: 5 July 2024