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Backgorund of The Study
Backgorund of The Study
medical illness that negatively affects the way you think and how you act. Depression causes
feelings of sadness and or loss of interest in activities once enjoyed. Depression is dominant
among senior high school students and its effects on their daily life. Students’ academic
performance which every student should perform in all features has become an important goal of
a certain individual, a student rather specially in his educational process. Student’s personality,
education, motivation, mental health, and training also affect academic performance. There are
negative effects on students of depression, and depressed students exposed lower average point
academic performance. According to the Centre for Addiction and Mental Health (2012), clinical
predisposition, personality, stress, and brain chemistry. A few common symptoms of depression
are changes in appetite and weight, sleep problems, loss of interest, withdrawal from family and
As mental health issues among university students increase, more research is being
conducted to determine how dealing with poor mental health impacts academic performance.
Hysenbegasi, Hass, and Rowland (2005) conducted a study to determine the relationship
between depression and academic performance. In this study, there were two groups: the control
group, and students with depression. The control group had no diagnosis of depression, and no
self-report of at least three symptoms of depression while the students with depression were
diagnosed at the on-campus Health Centre. For the purpose of this study, academic performance
was measured by a student’s GPA. Students completed a survey that asked them about their
employment status, and whether their mental health impacted their ability to attend class, study,
and complete assignments. The results of this study indicated that a diagnosis of depression was
associated with a lower GPA of 0.49, which is equivalent to half a letter grade. In addition,
depressed students reported missing more class, tests and assignments compared to the control
group. They also dropped more courses and missed more social events. The results of this study
have important implications that highlight the need for better quality mental health support for
university students. However, this study should be taken with a grain of salt. The data was
collected from only one university, therefore the data might not be representative of the larger
population. More research needs to be done in order to conclude that depression causes poor
academic performance because both are interconnected and influence each other. It would also
be important to identify any gender and race differences that may exist. Nevertheless, it’s evident
that there needs to be an improvement in mental services and resources for university students.
Easily accessible mental health services and educating students about the benefits of seeking
The researchers would like to find the connection between depression and academic
Theoretical Framework
This chapter presents related literatures which are reviewed by the researchers to gain
work socially or within their family. Seligman (1973) referred to depression as the ‘common
cold’ of psychiatry because of its frequency of diagnosis. Depending on how data are gathered
and how diagnoses are made, as many as 27% of some population groups may be suffering from
depression at any one time (NIMH, 2001; data for older adults).
Behaviorist Theory
focus is on observable behavior and the conditions through which individuals' learn behavior,
namely classical conditioning, operant conditioning and social learning theory. Therefore
For example, classical conditioning proposes depression is learned through associating certain
stimuli with negative emotional states. Social learning theory states behavior is learned through
Depressed people usually become much less socially active. In addition depression can
For example, when a loved one is lost, an important source of positive reinforcement has lost as
well. This leads to inactivity. The main source of reinforcement is now the sympathy and
attention of friends and relatives. However this tends to reinforce maladaptive behavior i.e.
weeping, complaining, talking of suicide. This eventually alienates even close friends leading to
even less reinforcement, increasing social isolation and unhappiness. In other words depression
is a vicious cycle in which the person is driven further and further down.
Also if the person lacks social skills or has a very rigid personality structure they may
find it difficult to make the adjustments needed to look for new and alternative sources of
reinforcement (Lewinsohn, 1974). So they get locked into a negative downward spiral.
One major cognitive theorist is Aaron Beck. He studied people suffering from depression and
found that they appraised events in a negative way. Beck (1967) identified three mechanisms that
The cognitive triad are three forms of negative (i.e. helpless and critical) thinking that are
typical of individuals with depression: namely negative thoughts about the self, the world and the
spontaneously.
For example, depressed individuals tend to view themselves as helpless, worthless, and
inadequate. They interpret events in the world in a unrealistically negative and defeatist way, and
they see the world as posing obstacles that can’t be handled. Finally, they see the future as totally
leading to impairments in perception, memory and problem solving with the person becoming
Conceptual Framework
The research paradigm which will be used in the study is presented below:
Quizzes
Recitation
Depression
Assignments
Attendance
Figure 1:
independent variable such as loneliness, broken relationship, family problem, and bullying. The
intervening variables are the Effects of Depression on student’s Academic Performance. The
intervening variable to be used to explain relationships between observed variables such as,
independent and dependent variables in empirical research. Dependent variables are the students’
academic performance such as quizzes, recitation, assignments and attendance. From the
conceptual framework, the study will be aimed at determining the effect of selected variables
academic performance.
Statement of the Problem
This research investigates the Effects of Depression to the Grade 11 students of the
performance of the Senior High School students. The benefits to be derived from the results of
Senior High School students. This study could help them in the improvement of their
academic performance as well as how are they going to cope with depression.
Researchers. This study could serve as their guide if they’re also suffering from
depression.
Administrators and Teachers. This study will help them organize programs to help
The scope of this research will be focused on the Effects of Depression on students’
Academic Performance and the coping mechanism of the Grade 11 Senior High school
students of the Divine Word College of Vigan. This study will not focus on the cause of
depression.
A total of one hundred fifty-four (154) will be taken as respondents. The researchers will
use the descriptive and no correlational research design to determine the effects of depression
Definition of Terms
Academic Performance- refers to the level of schooling you have successfully completed and the
This chapter presents the related literature and studies after the thorough and in-depth
Related Studies
Depression is one of the most prevalent problems in the mental health of students at
different educational levels, such as high school, college and university (Arslan, G., Ayranci, U.,
Unsal, A. & Arslantas, D. (2009). Previous studies have proposed that psychological morbidity,
particularly depression, is a common disorder among students (Adewuya, A. O., Ola, B. A.,
Aloba, O. O., Mapayi, B. M., & Oginni, O. O. (2006). Studies of psychological problems
encountered by counselling centres revealed that depression was one of the five most common
problems among college students. They highlighted that depression accounted for 39% of
problems, a higher rate than anxiety, problems with romantic relationships, and the self-esteem
of students across different settings (Erdur-Baker, Aberson, Borrow & Draper, 2006; Green,
Lowry & Kopta, 2003). Other studies in this area have also found that the symptoms of
depression range from 27% and over, among students and these symptoms represent the most
Although the prevalence of depression in the student population compared to the general
population has not been well researched. A number of studies have looked at the rate of
depression among particular groups of students. A systematic review of published studies, from
January 1980 to May 2005 about the rate of depression in Canadian and US medical students,
reported higher levels of depression in the student population compared to the general population
(Dyrbye, L. N., Thomas, M. R. & Shanafelt, T. D., 2006). A Nigerian study by Adewuya, A. O.,
Ola, B. A., Aloba, O. O., Mapayi, B. M., & Oginni, O. O. (2006), about the prevalence of
depression among university students, found the rate of depression among Nigerian students was
only 2.7%. This is much lower compared to the rate of depression among Nigerian outpatients
visiting general clinics (25%), or compared to an older population sample (over 60 years)
(18.3%) in western Nigeria (Uwakwe, 2000). Another study by Rosal, M. C., Ockene, I. S.,
Ockene, J. K., Barrett, S. V., Ma, Y. & Hebert, J. R. (1997), stated that the level of depression in
the general population was approximately the same as medical students at the University of
Chen and his colleagues (2013) concluded that the prevalence of depression was similar to that
of the non-student population in the Chinese city of Harbin. Over recent decades, a large number
of studies have been conducted on the rate of depression in medical students (Dyrbye, L. N.,
Thomas, M. R. & Shanafelt, T. D. 2006). Recent studies by Sidana, S., Kishore, J., Ghosh, V.,
Gulati, D., Jiloha, R. C., & Anand, T. (2012); Dahlin, M., Joneborg, N., & Runeson, B. (2005);
Dyrbye, L. N., Thomas, M. R., & Shanafelt, T. D.(2006) ,have reported that the rate of
depression in medical students is higher than that of the general population. In the literature it
can be clearly seen that medical students, as subjects, cover most of the studies about the
prevalence of student depression. Studies highlight that the rate of depression in medical
students shows a higher score relative to students of other degrees (Yusoff, M. S. B., Abdul
Rahim, A. F., Baba, A. A., Ismail, S. B., Mat Pa, M. N. & Esa, A.R. (2013). Studies about the
prevalence of psychological distress among medical students indicated that the rate of depression
students at different medical institutions in different countries ranges between 7% and 26%
(Sidana, S., Kishore, J., Ghosh, V., Gulati, D., Jiloha, R. C., & Anand, T., 2012), whereas at 39%
among Indian medical students it is a serious problem for students in India (Vaidya &
Mulgaonkar, 2012, cited in Sidana, S., Kishore, J., Ghosh, V., Gulati, D., Jiloha, R. C., & Anand,
T. (2012). A study in the United Kingdom reported that approximately one-third of medical
students (first-year) have mental health problems of depression and anxiety (Guthrie et al., 1995
cited in Dyrbye, Thomas & Shanafelt, 2005). Other studies have mentioned that 12% of medical
students in the United Students have serious symptoms of depression measured by DSM III
standard (Zoccolillo, Murphy & Wetzel, 1986). A number of studies have shown that symptoms
of depression affect students’ performance and achievement at university, college and school
(Stark & Brookman, 1994, cited in Shamsuddin, K., Fadzil, F., Ismail, W. S. W., Shah, S. A.,
Omar, K., Muhammad, N. A., & Mahadevan, R. (2013). Findings in this area indicate that
academic tasks cause a high risk of mental health problems, especially depression in students
(Ibrahim, A. K., Kelly, S. J., Adams, C. E. & Glazebrook, C. (2013); Sharif, A. R., Ghazi-
academic achievement (Arslan, Ayranci, Unsal, & Arslantas, 2009). A study by Wechsler, Lee
Kuo, & Lee,in (2000) reported that students with symptoms of depression achieve lower grades
and are less active in the classroom relative to students who do not have these symptoms. The
findings show that depression is a serious problem that requires psychological support for the
majority of students. So far, however, few investigations have been conducted on the recent
findings of depression among students. This paper reviews recent findings on the prevalence of
depression among students, and factors associated with students’ depression. A related aim is to
identify whether the prevalence of depression among students is higher than that of the general
population. The paper will also look at common causes, serious consequences and the
methodology of depression among students. Finally, findings will be discussed together with
Depressed students also have many difficulties in academic tasks at university (Khawaja
& Bryden, 2006). In qualitative research by Anderson (2003), students mentioned that
depression is one of the main causes of their academic problems, including academic
performance. Overall, studies in this area reported a negative relationship between academic
achievement or performance and depression. It is obvious that during their academic life,
students have many goals, obligations and expectations for the future. If some students fail to
achieve their goals, meet expectations or responsibilities, they are at a higher risk of suffering
from depression and other psychological and mental problems (Patchett, 2005, cited in Ceyhan,
A. A., Ceyhan, E., & Kurtyılmaz, Y., 2009). For this reason it is assumed that poor academic
success or performance is one of the main causes of depression among students (Baker & Siryk,
academic achievement or vice versa. Depression can have a negative impact on cognitive
functioning and this can impact negatively on academic performance or achievement (Turner,
Thompson, Huber & Arif, 2012). Association between depression and academic performance has
been investigated by many researchers. Depression can also affect student's academic
performance in college. There are negative effects of depression on student success. Student
success is negatively related with depression. Depressed students usually spend less time on
homework and achieve lower grade point averages. They don’t have distinct dimensions because
Negative and positive affect are interrelated. A nationwide survey conducted by American
College Health Association on college students in 2011 at two and four year institutions and it
concluded that almost 30 percent college students found to be depressed even it is difficult to
perform function. University Counseling Center survey, completed in 2006, 91.6% respondents
was observed and investigated that an increase number of students experiencing psychological
problems in the recent years. In American Universities Depression is a topic of major concern, so
for enabling them to be successful in their college careers” health and counseling centers for
(1996) increased risk for academic harm can be display by college students having moderate
levels of depression.
A Turkish study found that depressed students have a poorer academic performance
compared to students who do not report symptoms of depression (Bostanci, M., Ozdel, O.,
Oguzhanoglu, N. K., Ozdel, L., Ergin, A., Ergin, N. & Karadag, F., 2005). According to Owens,
Stevenson, Hadwin and Norgate (2012), on anxiety and depression on academic performance
among students in the UK, found that depression has a negative relationship with academic
performance. They investigated that a higher level of depression was associated with poorer
academic performance. Another study about the impact of depression on academic performance
among undergraduate students mentioned that depression has a strong and a negative relationship
with academic performance. This robust and risky relationship includes a number of negative
consequences for students (Hysenbegasi, A., Hass, S. L., & Rowland, C. R. (2005). Similarly, a
recent study by Ceyhan, A. A., Ceyhan, E. & Kurtyılmaz, Y., (2009) on depression in university
students, found that students who have a poor academic achievement demonstrated considerably
greater depressive symptoms compared to students who indicated a high level of academic
achievement. It also should be considered that students’ depression is a serious risk to academic
impairment, which continues and is increased by depression during academic life (Heiligenstien
& Guenther, 1996). Another notable consequence of depression is that students who display a
depressed mood are likely to lose academic motivation and academic activity.
Chapter III
METHODOLOGY
This section presents an overview of the methods to be used in the study. Areas covered
include the research design, population, sample and sampling techniques, data collection and
analysis.
Research design
This study will utilize the descriptive research method. According to Key (1997) as
mentioned by Tica (2014), descriptive research is used to obtain information concerning the
current statues of the phenomena to describe “what exist” with respect to variables or condition.
This method was used because the researchers believe that this is the most fitting design to
gather information related to the study. The principal aim of this is to determine the effect of
the variables.
This study will be conducted in the Senior High School department of Divine Word College of
Vigan.
Respondents
Table 1
Distribution of Population
STEM 30
ABM 14
HUMSS 25
GAS A 23
GAS B 20
HE 26
ICT 16
Population. The respondents of the study were composed of the total 154
students from the Grade 11 Senior High School of divine Word College of Vigan.
1. Mean was utilized to determine the level of the factors affecting the student’s academic
performance.
2. Multiple Linear Regression to determine the effects of depression on student’s academic
performance.