The impact of dysmenorrhea on psychological wellbeing and academic achievement among Jordanian female university students.

BACKGROUND

Primary dysmenorrhea (PD) is one of the most common gynecological conditions among young women. It is characterized by menstrual pain in the absence of pelvic pathology. However, little research has been conducted on its psychological and academic impact, particularly among female university students. This study aims to determine the relationship between primary dysmenorrhea and academic performance as well as mental health in a sample of female university students in Jordan.

METHODS

An online, cross-sectional survey was conducted between August and November 2025. A total of 492 female university students at Mutah University, Jordan, completed a self-structured questionnaire on sociodemographic and menstrual history. The severity of PD was assessed using the WaLIDD (Working ability, Location, Intensity, Days of Pain) scale, while psychological wellbeing was assessed using the Depression, Anxiety, and Stress Scale (DASS-21). Academic performance was assessing using self-reported cumulative grade point average. Descriptive and inferential statistics were used to analyze the data, with a significance level of p < 0.05.

RESULTS

Participants were predominantly (91.1%) between the ages of 18 and 24, single (84.8%), and Jordanians (94.7%). PD was reported by the majority, with 73.8% reporting pain lasting 1-2 days, and 43.3% skipping classes due to menstrual pain. Age, sleep duration, education level, dietary habits, analgesic use, pain duration, and family history of dysmenorrhea significantly predicted PD severity (final model R² = 25.4%, p < 0.001). Mean DASS-21 scores indicated mild levels of depression (M = 1.11, SD = 1.55), anxiety (M = 1.15, SD = 1.38), and stress (M = 0.82, SD = 1.21).

CONCLUSION

Primary dysmenorrhea is highly prevalent and has an impact on academic achievement among Jordanian female university students. The identified predictors offer targeted interventions and highlight the need for in-campus health services to improve students' menstrual health and academic outcomes.