Psychotic-like experiences and Academic Functioning: The role of psychological distress

Schizophrenia is a complex mental illness that usually develops in late adolescence or early adulthood. Its prevalence is relatively low, and it is characterized by various psychotic symptoms, including disturbances in thought or perception, cognitive deficits, motor problems, and communication difficulties. These symptoms exist on a continuum, with schizophrenia at one end, and psychotic symptoms occurring in the general population at the other. Symptoms that fall below the threshold of a clinical diagnosis are known as psychotic-like experiences. Psychotic-like experiences share demographic, etiological, familial, and psychopathological characteristics with psychotic disorders (Armando et al., 2010). Among other things, these experiences have a negative impact on social functioning, emotional distress, and neurocognitive functions that contribute to academic functioning.

The present study examined the association between psychotic-like experiences and academic self-efficacy, need for cognition, and social anxiety - three variables that are important for academic functioning in young adults. Additionally, the study examined the mediating role of psychological distress in the association between psychotic-like experiences and academic self-efficacy, need for cognition, and social anxiety.

The study was conducted among 150 students from different universities in Israel who were not diagnosed with psychotic disorders. The data were collected using online questionnaires distributed on student social networks and forums. The findings suggest psychological distress is related to all indices of academic functioning. Furthermore, psychotic-like experiences were found to be directly and indirectly related to social anxiety among students. 

As psychotic experiences are common in the population, and may cause distress and impaired functioning, early identification and intervention are essential.