This study aims to verify the adolescents ability to correctly identify mental health disorders such as depression and the intention to seek help, which refers to the determinants of Mental Health Literacy (MHL). As well as understanding the relationship between MHL and the psychological state associated with depression among adolescents in schools. This study was conducted using a cross sectional descriptive design and included 450 adolescent students (215 males and 235 females) from public intermediate and secondary schools in southern Jordan, and they were between 13 and 16 years old from ten randomly selected schools. Data on sociodemographic characteristics (gender, age, smoking, exposure to bullying, loneliness, parental marital status, and financial status represented by parental income) of participating adolescents were collected through student data from school principals and then assessed by the Global Student Health Survey (GSHS). MHL among adolescents was assessed and measured using the depression vignette and questionnaire of the mental health literacy and stigma. The data were analyzed using the Statistical Program for Social Sciences (SPSS) and multivariate binary logistic regression to examine and study the determinants of MHL. The results were obtained, the most important of which was that the adequate levels of MHL among adolescents were clearly and directly related to several factors. This was demonstrated by the use of multivariate analysis. The study concluded that the factors that significantly affected adequate levels of MHL were gender (females), age (older adolescents), non-smoking, and lack of loneliness. Where the values related to these factors obtained from multivariate analysis were (AOR=1.72; 95% CI 1.15, 2.57), (AOR=1.52; 95% CI 1.04, 2.22), (AOR=1.60; 95% CI 1.09, 3.54), (AOR=1.20; 95% CI 1.12, 1.76), respectively. One of the most important recommendations focused in this research is to pay attention to addressing the determinants and levels of MHL adequate to develop a generation of young adolescents who are more aware and free of mental disorders and have high levels of MHL adequate.

Good and healthy sleep is essential to the health of the body and mind as well as the memory, well-being, and learning of nursing students. It has been found that stress and sleep are linked as a result of the academic responsibilities of students the level of stress increases and thus affects the quality of sleep. Nursing students are exposed to sleep disorders that affect their academic performance. The effect of stress on sleep quality and academic performance has not been more comprehensively studied in the literature. The main aim of the current study was to determine the impact of stress on the sleep pattern and academic performance of nursing students, in addition to identifying the relationship between them. The current cross-sectional study targeted 320 students from the Faculty of Nursing at Mutah University. Questionnaires were distributed as research tools, which consisted of four parts: A questionnaire related to demographic characteristics and lifestyle, determination of stress levels by Kessler Psychological Distress Scale (K10), sleep quality assessment by Pittsburgh Sleep Quality Index (PQSI), academic performance is assessed through questions about the overall Grade Point Average (GPA) and all participants were asked to complete their questionnaires accurately. The relationship between study variables was examined using the Pearson Chi-Square test, which is also used to analyze associations between categorical variables. While the test result at p<0.05 is considered statistically significant. The overall PSQI score was obtained for 76% of the participants with a mean of (8.42 ± 3.63), most of the participants 81% reported that their sleep quality was poor and 63% of them reported positive distress on the Kessler Distress Scale (K10) with a mean of (23.92 ± 8.72). 82% of female and 56% of male participants reported stress, there was a statistically significant relationship between stress and gender (p=0.001), between daytime naps and poor sleep quality (p=0.036), between stress and academic performance (GPA (p=0.025)), and between stress and sleep pattern (poor sleep quality) (p=0.002).The results showed the prevalence of stress and poor sleep quality among nursing students was high. In addition, the academic performance showed a statistically significant relationship with stress levels or sleep quality. It was verified through the results that stress and sleep impact each other for nursing students and affect their academic performance.