Week 7: Theoretical Perspectives

For researchers, a theoretical framework is very fundamental as it provides a set of
principles, assumptions, concepts, and ideas that guide and underpin their research. It lays a
foundation for interpreting and understanding research findings within the selected topic or
discipline. Ideally, a theoretical framework can assist a researcher to organize their ideas,
formulate hypothesis and research questions, choose data collection methods and designs, and
interpret their findings. This doctoral study will explore how parental involvement can influence
the academic performance of their children. In the previous assignments, several research articles
related to this topic were identified. This paper explores the theoretical frameworks used in five
of these studies, explains how the topic relates to these theoretical frameworks, and selects and
justifies the model that best fits the topic.

Theoretical Frameworks Used by Authors

a. Wang et al. (2020): Investigating mental health of US college students during the
COVID-19 pandemic
The first study is by Wang et al. (2020) titled “Investigating Mental Health of US College
Students During the COVID-19 Pandemic: Cross-Sectional Survey Study.” This study primarily
investigates the mental health status and the severity of anxiety and depression among college
students in the US during the coronavirus-2019 pandemic. The online survey recruited 60,000
graduates (only 2031 responses were received) from Texas A&M University. Two standardized
scales (the General Anxiety Disorder-7 and the Patient Health Questionnaire-9) were used.
Open-ended and multiple-choice questions about coping mechanisms and stressors specific to
COVID-19 were also used. Although there is no specific theoretical framework mentioned by the
researchers, it is likely that the study is underpinned by multiple models. The first is perhaps the

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“Health Behavior and Health Belief Model.” This theory is used to predict and explain
behavioral changes in individuals. It posits that specific health behaviors are less or more likely
based on a person’s personal susceptibility to and perceptions of the disease’s severity, combined
with perceived barriers and benefits. In their study, Wang et al. (2020) explore how college
student’s perceptions and beliefs about COVID-19 and its effects on their academic life and
health impact their coping behaviors and mental health.
The study’s methodology, data analysis, and results interpretation are also underpinned
by the “stress and coping theory.” Proposed by Lazarus and Folkman in 1984, stress and coping
theory assumes that people experience stress when presented with challenging situations and
they cope to the subsequent stress through multiple coping mechanisms, depending on
environmental demands and personal preferences (personal cognitive appraisal). This theoretical
framework is evident in Wang et al.’s (2020) study. For example, the researchers used four
closed-ended questions to examine student stress levels due to COVID-19 and five questions to
identify potential coping strategies and barriers.
Finally, it is possible that the study’s design is influenced by the “social support theory.”
This theoretical perspective explains the role of social support – community members, friends,
family members, teachers, and colleagues – in promoting well-being and alleviating the effects
of stress. Similarly, Wang et al.’s study explores how social support from multiple sources –
friends and family members – impacted university student’s mental wellbeing during the
pandemic. For example, respondents are required to answer what coping techniques, tools, or
methods they have used to alleviate and prevent anxiety and stress; their choice includes support
from friends, family, and community; health services outside campus; university services; none;

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and others. University services include psychological and counseling services, student health
services, and others.
b. Blanco et al. (2008): The mental health of college students and their non–college-
attending peers
This study examines the twelve-month prevalence of mental diseases, sociodemographic
correlates, and therapy rates among youngsters attending college and their non-college peers in
the US. The primary outcome measures include prevalence of twelve-month psychiatric
disorders, sociodemographic correlates, substance use, and treatment-seeking behavior among
college-attending students and their non-college peers. Similar to Wang et al. (2020), this study
(Blanco et al., 2008) does not specifically identify the theoretical model its bases upon its
arguments, research methodology, data analysis, and results interpretation.
However, one potential theory Black et al. leverage is Dahlgren & Whitehead’s
socioecological rainbow model. This theoretical framework emphasizes the interaction of
different social determinants of health (SDOHs) and their potential impact the population’s
health outcomes, including mental, emotional, and physical wellbeing and health. These SDOHs
include agriculture and food, education, work environment, living and working conditions,
unemployment, water and sanitation, healthcare services, and housing. Blanco et al. (2008)
specifically explore how education (college-attending vs. non-college-attending individuals)
impacts the prevalence of mental illnesses, substance use, and treatment-seeking behaviors.
Education is a core SDOH associated with health outcomes and behaviors.
Social stress theory is another related theoretical model that supports this research. Social
stress theory posits that socioeconomically disadvantaged individuals are more likely to be
exposed to stress or are highly vulnerable to stressors since they have limited mental coping

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resources; ultimately, this can expose them to more risk of psychological disorders. Black et al.
(2008) investigate how environmental and societal stressors contribute to the onset of
psychological disorders. They consider the impacts of poverty, education, discrimination, and
other stress-inducing factors on the health behaviors of students and non-students.
c. Oswalt et al. (2011): Sexual orientation and differences in mental health, stress, and
academic performance in a national sample of U.S. college students
This study investigates the correlation between mental disorders and sexual orientation
using a countrywide sample of college learners. It collects responses from a sample of 27,454
bisexuals, lesbians, gays, and other students unsure of their sexual orientation and examines the
relationship between these sexual orientations and mental health disorders and academic
performance. The findings show that bisexual, lesbian, gay, and unsure students reported more
mental issues and poor academic performance compared to heterosexuals.
Although the study does not explicitly mention any theoretical framework, there is no
doubt that the entire research is coined around the ‘minority stress theory.’ Minority stress refers
to the correlation between dominant and minority values and the subsequent conflict with the
social environment faced by members of the stigmatized (minority) group. It may result from
several factors, such as low socioeconomic status, poor social support, or sexual orientation. In
their study, Oswalt et al. (2011) explore the stressors unique to lesbians, bisexuals, and gays –
sexual minorities often faced with heterosexism, victimization, discrimination, and sexual
stigma. The researchers use the minority stress theory to explain why these groups (bisexual,
gay, and lesbian students) experience high prevalence rates of mental illnesses and poor
academic outcomes.

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d. Mortier et al. (2018): Suicidal Thoughts and Behaviors Among First-Year College
Students
This study examines the prevalence of suicidal thoughts and behaviors among first-year
college learners. The researchers administered online self-reported surveys to 13,984 first-year
students across nineteen tertiary institutions in eight countries (United States, Spain, South
African, Northern Ireland, Mexico, Germany, Belgium, and Australia). Some of the correlates
studied include college-related (high academic performance, reason for going to university,
student job situation, and living conditions) and socio-demographic variables (parental
educational level and marital status, sexual orientation, religion, socioeconomic status, age, and
gender). Three measurements were taken: suicide ideation, plans, attempts. The results found
lifetime ideation, plans, and attempts to be 32.7%, 17.5%, and 4.3%, respectively.
Similar to the articles examined in the previous sections, Mortier et al. (2018) do not
overtly describe or explain their theoretical framework, but they draw on several perspectives.
One overarching theoretical model the study is based on is the ‘social ecological theory.’ Ideally,
the social ecological framework understands health to be an interplay between group/community,
individual, and the social, physical, and political environments. In the same way, Mortier et al.
(2018) explore the correlation between various ecological variables (college-related and socio-
demographic variables) and mental disorders among first-year students.
e. Eisenberg et al. (2013): Mental Health in American colleges and Universities
This study measures the correlates and prevalence of mental disorders among college
learners in the US. Online surveys and brief mental screens were administered between 2007 and
2009 to 14,175 randomly selected students in twenty-six campuses countrywide. Sample
probability weights were used to adjust or correct for survey nonresponses. Positive screens

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included 15.3% for non-suicidal self-injury, 6.3% suicidal ideation, 7.0% generalized anxiety,
4.1% panic disorder, and 17.3% depression. These mental issues were positively linked with
financial situation, living on campus, relationship status, religiosity, race/ethnicity, and sex.
Similar to all studies examined in this paper, Eisenberg et al. (2013) fail to explicitly
mention a theoretical model in which their research is based upon. Among the many possibilities,
‘intersectionality’ appears to be predominantly applied. Intersectionality is a framework for
analyzing and understanding how various factors (political, social, personal, environmental, and
economic) intersect and overlap to generate specific modes of privilege and discrimination;
ultimately, and individual’s health outcomes. Some of these factors include physical appearance,
weight, disability, religion, sexuality, class, ethnicity, race, sex, and gender. In their study,
Eisenberg et al. examine how mental disorders may overlap and interact with various social
identities of college students, including sexual orientation, gender, sex, ethnicity, relationship
status, living on campus, and financial situation.

How the Selected Topic Relates to the Theoretical Frameworks
All the theoretical frameworks identified in this paper relate to the topic (the role of
parental involvement in addressing mental disorders and improving the academic performance of
their children) in multiple ways. These theoretical frameworks include the health behavior and
health belief model, stress and coping theory, social support theory, socioecological rainbow
model, social stress theory, minority stress theory, social ecological theory, the intersectionality
theory.
For example, the health belief model predicts that particular health behaviors are less or
more likely linked a person’s susceptibility to the disease, perception of the disease severity, and
perceived benefits and barriers. For the selected topic, the model can assist in exploring how the

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perceptions and beliefs of parents about mental health and academic performance determine their
involvement in addressing the mental issues faced by their children. The ‘stress and coping
theory’ explains how people manage stressors through coping mechanisms. It can be applied in
understanding how coping strategies applied by parents affects their capacity to support the
mental health of their children and the subsequent academic performance. The third framework,
the social support theory, underscores the role support systems and social networks play in a
person’s health and wellbeing. This model can help in explaining and investigating how parents,
family members, and other social support systems impact the psychological wellbeing and health
of their children and the subsequent onset of mental disorders and their impact on their academic
achievement.
The minority stress theory centers on examining the stress encountered by people because
of
The Best Theoretical Framework That Applies to the Topic and Its Justification

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References

Blanco, C., Okuda, M., Wright, C., Hasin, D. S., Grant, B. F., Liu, S.-M., & Olfson, M. (2008).
The mental health of college students and their non–college-attending peers. Archives of
General Psychiatry, 65(12), 1429–1437. https://doi.org/10.1001/archpsyc.65.12.1429
Eisenberg, D., Hunt, J., & Speer, N. (2013). Mental health in American colleges and
Universities. Journal of Nervous & Mental Disease, 201(1), 60–67.
https://doi.org/10.1097/nmd.0b013e31827ab077
Mortier, P., Auerbach, R. P., Alonso, J., Bantjes, J., Benjet, C., Cuijpers, P., Ebert, D. D., Green,
J. G., Hasking, P., Nock, M. K., O’Neill, S., Pinder-Amaker, S., Sampson, N. A., Vilagut,
G., Zaslavsky, A. M., Bruffaerts, R., Kessler, R. C., Boyes, M., Kiekens, G., Vives, M.
(2018). Suicidal thoughts and behaviors among first-year college students: Results from
the WMH-ICS project. Journal of the American Academy of Child & Adolescent
Psychiatry, 57(4), 263–273. https://doi.org/10.1016/j.jaac.2018.01.018
Oswalt, S. B., & Wyatt, T. J. (2011). Sexual orientation and differences in mental health, stress,
and academic performance in a national sample of U.S. college students. Journal of
Homosexuality, 58(9), 1255–1280. https://doi.org/10.1080/00918369.2011.605738
Wang, X., Hegde, S., Son, C., Keller, B., Smith, A., & Sasangohar, F. (2020). Investigating
mental health of US college students during the COVID-19 pandemic: Cross-sectional
Survey Study. Journal of Medical Internet Research, 22(9), e22817.
https://doi.org/10.2196/22817