Abstract

University undergraduates face an alarming burden of depression, a public health issue that undermines educational success and compromises student well-being. This study examined the associations between perceived lecturer competence, institutional satisfaction, academic level, and depressive symptoms among undergraduates in three private and one public Universities across three states of Southwest of Nigeria (N = 401), using a locally adapted Lecturer Competence Scale and the Patient Health Questionnaire-9 (PHQ-9). Linear regression showed that higher perceived lecturer competence predicted significantly lower depressive symptoms (β = -0.22, p < .001). A one-way ANOVA revealed that institutional satisfaction was associated with fewer depressive symptoms, F(2, 398) = 11.45, p < .001. First-year students reported higher depressive symptoms than senior students, t(399) = 2.61, p = .009, Cohen's d = 0.34. Hierarchical regression demonstrated a significant interaction between perceived lecturer competence and institutional satisfaction (ΔR² = .016, p = .032), indicating that the negative association between lecturer competence and depressive symptoms was weaker among students satisfied with their institution, and stronger among students who were not. These findings emphasize the importance of lecturer quality and institutional climate in safeguarding student mental health. Policies that foster supportive learning environments and enhance lecturer competence may help reduce depression among undergraduates.

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