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BioMed Research International
Volume 2017, Article ID 9348159, 8 pages
Research Article

Mental and Reproductive Health Correlates of Academic Performance among Debre Berhan University Female Students, Ethiopia: The Case of Premenstrual Dysphoric Disorder

1Mental Health and Psychosocial Support Program, International Medical Corps, Dolo Ado, Ethiopia
2Department of Epidemiology and Rob Giel Research Center, University of Groningen, Groningen, Netherlands
3Department of Nursing, Debre Berhan University, Debre Berhan, Ethiopia

Correspondence should be addressed to Tesfa Dejenie Habtewold; moc.liamg@3002jedafset

Received 22 December 2016; Accepted 24 April 2017; Published 29 May 2017

Academic Editor: Alberto Raggi

Copyright © 2017 Sisay Mulugeta Alemu et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


Background. Globally 3 to 8% of reproductive age women are suffering from premenstrual dysphoric disorder (PMDD). Several mental and reproductive health-related factors cause low academic achievement during university education. However, limited data exist in Ethiopia. The aim of the study was to investigate mental and reproductive health correlates of academic performance. Methods. Institution based cross-sectional study was conducted with 667 Debre Berhan University female students from April to June 2015. Academic performance was the outcome variable. Mental and reproductive health characteristics were explanatory variables. Two-way analysis of variance (ANOVA) test of association was applied to examine group difference in academic performance. Result. Among 529 students who participated, 49.3% reported mild premenstrual syndrome (PMS), 36.9% reported moderate/severe PMS, and 13.8% fulfilled PMDD diagnostic criteria. The ANOVA test of association revealed that there was no significant difference in academic performance between students with different level of PMS experience (F-statistic = 0.08, value = 0.93). Nevertheless, there was a significant difference in academic performance between students with different length of menses (F-statistic = 5.15, value = 0.006). Conclusion. There was no significant association between PMS experience and academic performance, but on the other hand, the length of menses significantly associated with academic performance.