17072R2m-1 Unpacking the Pathways to Well-Being: Examining the Effects of Self-Stigma and Social Support on Help-Seeking Behavior and Psychological Well-Being through the Mediating Role of Mental Health Literacy among Filipino College Students

Abstract

This study aimed to examine the direct and indirect effects of self-stigma on seeking help (SSOSH), social support (SS) on help-seeking behavior (HSB), and psychological well-being (PWB) through the mediating role of mental health literacy (MHL) among Filipino college students using Structural Equation Modeling (SEM). A hypothesized causal model was tested on a sample of 914 Filipino students. The model demonstrated an excellent fit to the data (χ²/df = 2.07, RMSEA = 0.035, CFI = 0.98, TLI = 0.97, SRMR = 0.026), supporting the proposed theoretical structure. Findings revealed that SSOSH had a negative total effect on PWB (–0.1939), primarily due to its adverse indirect influence through MHL (–0.2214), though partially offset by a small positive pathway through HB (0.0275). SS showed a positive indirect effect on PW (0.2952) mediated entirely by ML. ML was identified as a central mediator, exhibiting strong positive effects on both HB and PW. Additionally, SS and SSOSH influenced HB indirectly via ML (0.1404 and –0.1053, respectively). These results suggest that while self-stigma on seeking help may reduce reliance on social support and mental health resources, structured support systems and improved mental health literacy are crucial for enhancing students’ overall well-being. Implications for mental health intervention programs in higher education highlight the importance of promoting mental health literacy and strengthening health behaviors to mediate the effects of personal coping strategies and social environments on student well-being.