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BACKGROUND: This study examines mental health services among college students at risk of suicide within Chinese collectivist culture, focusing on the subgroup heterogeneity of help-seeking willingness as outlined by Andersen's model. By incorporating social learning theory, it highlights the significant role of informal social networks in help-seeking decisions in this cultural context, thereby expanding Andersen's model applicability in suicide prevention and providing evidence for targeted campus psychological intervention strategies. METHODS: A survey of 2,447 Chinese students applied Andersen's Model, using latent profile analysis to identify help-seeking patterns shaped by suicide risk, depression, suicide stigma, social support, and mental health service availability and accessibility. ANCOVA and PROCESS were used to analyze group differences in intentions and the role of others' positive experiences. RESULTS: Four help-seeking groups were identified: Moderate Risk-Resource Limited (19.2%), High-Risk Isolated (4.9%), Low Risk-Stable (55.4%), and Resource Advantage (20.6%). Help-seeking intentions varied significantly (F = 79.16, p < 0.001, partial η² = 0.089), increasing progressively from the High-Risk Isolated to the Resource Advantage Group (ps < 0.01). The perception of others' positive help-seeking experiences significantly boosted intentions, with varying effects across groups. The High-Risk Isolated Group had the lowest intentions, while the Resource Advantage Group had the highest. Under low exposure to positive experiences, the Moderate Risk-Resource Limited Group showed significantly higher intentions than the Low Risk-Stable Group; however, no significant difference was found between these groups in high exposure. CONCLUSIONS: Suicidal college students show diverse traits in predisposing, enabling, and need factors under Andersen's model, with help-seeking intentions varying significantly across groups and affected by others' positive experiences. The findings underscore the necessity for targeted, layered interventions to improve campus mental health services while also highlighting the importance of fostering a supportive environment and encouraging colleges to facilitate the sharing of help-seeking experiences to enhance students' willingness to seek help. CLINICAL TRIAL NUMBER: Not applicable.
Yun et al. (Mon,) studied this question.