ABSTRACT
The negative impact of mental health concerns experienced by college students has prompted faculty teaching in-person to become gatekeepers, assisting students in accessing mental health services. COVID-19 has changed the learning environment and presented a need to explore the role online faculty play as gatekeepers. The purpose of this study was to investigate online faculty's willingness to refer students to university mental health services by applying factors shown to influence in-person faculty in context of the health belief model. Using a quantitative, non-experimental, cross-sectional study design, 182 online faculty completed an online survey assessing the likelihood of making a referral to university mental health services. The researcher operationalized constructs from the health belief model into variables using two previously validated instruments and three researcher-developed statements. Pearson's correlation indicated that all but one independent variable, the perceived barriers to referring, were correlated with the dependent variable, likelihood to refer (p < .01). A multiple linear regression analysis found perceived threat, perceived benefits, perceived self-efficacy, and cues to action reliably predicted online faculty willingness to refer students to university mental health services (F (4, 177) = 27.70, p < .05, adj. R2 = .37). Perceived self-efficacy had the most significant predictive ability (B = 1.23, Beta = .62). Identifying the predictive factors for online faculty as gatekeepers fosters an understanding of online faculty mental health education needs. Targeting these mental health education needs enhances assistance for students, which promotes positive social change by encouraging referrals to mental health services, enriching student physical and mental health and academic success. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The negative impact of mental health concerns experienced by college students has prompted faculty teaching in-person to become gatekeepers, assisting students in accessing mental health services. COVID-19 has changed the learning environment and presented a need to explore the role online faculty play as gatekeepers. The purpose of this study was to investigate online faculty's willingness to refer students to university mental health services by applying factors shown to influence in-person faculty in context of the health belief model. Using a quantitative, non-experimental, cross-sectional study design, 182 online faculty completed an online survey assessing the likelihood of making a referral to university mental health services. The researcher operationalized constructs from the health belief model into variables using two previously validated instruments and three researcher-developed statements. Pearson's correlation indicated that all but one independent variable, the perceived barriers to referring, were correlated with the dependent variable, likelihood to refer (p < .01). A multiple linear regression analysis found perceived threat, perceived benefits, perceived self-efficacy, and cues to action reliably predicted online faculty willingness to refer students to university mental health services (F (4, 177) = 27.70, p < .05, adj. R2 = .37). Perceived self-efficacy had the most significant predictive ability (B = 1.23, Beta = .62). Identifying the predictive factors for online faculty as gatekeepers fosters an understanding of online faculty mental health education needs. Targeting these mental health education needs enhances assistance for students, which promotes positive social change by encouraging referrals to mental health services, enriching student physical and mental health and academic success. (PsycInfo Database Record (c) 2022 APA, all rights reserved)