The Current study of the Effects of Stereotypes about Depression in Student Academic Performance 1

Keywords: Stereotypes, Depression, Implicit and Explicit measure

Introduction:

Depression (major depressive disorder) is a common and serious medical illness that negatively affects how it feel,
the way how we think and how we act. Fortunately, it is also treatable. Depression causes feelings of sadness and/or
a loss of interest in activities once enjoyed. It can lead to a variety of emotional and physical problems and can
decrease a person’s ability to function at work and at home. Depression affects an estimated one in 15 adults (6.7%)
in any given year. And one in six people (16.6%) will experience depression at some time in their life. Depression can
strike at any time, but on average, first appears during the late teens to mid-20s. Women are more likely than men to
experience depression. Some studies show that one-third of women will experience a major depressive episode in
their lifetime.

The death of a loved one, loss of a job or the ending of a relationship are difficult experiences for a person to endure.
It is normal for feelings of sadness or grief to develop in response to such situations. Those experiencing loss often
might describe themselves as being “depressed.” But being sad is not the same as having depression. The grieving
process is natural and unique to each individual and shares some of the same features of depression. Both grief and
depression may involve intense sadness and withdrawal from usual activities.

According to a report from the National Institute of Mental Health, roughly 7% of adults (or 16 million people)
experienced depression in 2012. Yet despite its prevalence, many harmful misconceptions about this illness persist.
Everyone experiences sadness and unhappiness at some point in their lives. Some believe depression is simply
fleeting feelings of sadness, while others may stigmatize the idea of taking medication. But as a matter of fact, every
person deals with depression differently. It’s important to understand and recognize incorrect stereotypes where they
exist, because these thoughts can hold us back from reaching a deeper understanding of this serious illness and
mostly important, from the cultivation of mental health.

Mental health is becoming more prevalent with 10% of adolescents affected by a mental health disorder in their
lifetime in 2004; this continued to increase 19% for those suffering from clinical depression in 2007, (Department of
Health, 2012). A study by DeRoma, Leach and Leverett (2009) found that 53% of students suffered from depression
of varying severity in comparison to 10% in the public, (Department of Health, 2012). The finding that students are
experiencing particularly high prevalence of depression is cause for concern and therefore a research is needed to
examine the effects it is having on their lives. Due to the high prevalence of depression in students, DeRoma et al.,
(2009), it is important to understand how it impairs everyday life to create interventions to help sufferers live without
impairment. Depression can appear gradually or suddenly with varying reasons including life events, academic
pressures, and lack of social support. The aforementioned symptoms can have damaging effects in many aspects of
sufferer’s lives from social engagements to academic performance.

Regardless of the severity of deficits, personally tailored interventions collated with past success could be a crucial
stepping stone to benefit individuals with academic related depression. This research will focus on academic
performance with regard to the effects that depression presents. Depression has been found to correlate strongly
with decreased academic performance but only in moderate depression, in severe depression perfectionism is a
The Current study of the Effects of Stereotypes about Depression in Student Academic Performance 2

buffer to damaging effects. The researchers found that moderate depression threatens self-esteem, therefore
decreasing belief and leads to self-handicapping in certain tasks thus negatively affecting academic potential.

It can affect anyone. For example, many comedian who always seemed in high spirits could have harbored such an
illness. But the fact that someone may be the life of the party, have a great sense of humor or simply appear upbeat
most of the time doesn't negate the possibility of depression. As noted by Psychology Today, some people may
exhibit "smiling depression" and employ humor as a defense mechanism to mask how they really feel. It may appear
that they're managing life easily, but they're actually suffering in silence. Also life events can indeed influence
depression, but the illness is more than being downhearted about a breakup or divorce, job loss, death in the family
or another major period of transition. Different people's depression may be attributed to a variety of factors, including
biological differences, brain chemistry, hormones and inherited traits, according to the Mayo Clinic.

The idea that depression should be an uncomfortable or embarrassing subject is part of why there's such a stigma
surrounding the illness in the first place. According to Henry Wadsworth Longfellow “Every man has his secret
sorrows which the world knows not; and often times we call a man cold when he is only sad.” Some fear that if they
open up with a friend, it'll lead to social isolation that stems from avoiding any talk about negative feelings. Others
may not share it with teachers or even a physician because they fear being discriminated against or getting judged.
Depression is very real, and not something random people came up with as an excuse for how they're feeling. As the
National Institute of Mental Health points out, there's a difference between experiencing sadness for a short period
and one's daily life becoming affected by the symptoms of this illness for several months or years. That's why it's
important not to brush off depression as something a person will simply "get over." Stigmatizing the illness or
downplaying its effects won't help anyone heal. Instead, treat those living with depression with respect and kindness,
and carefully consider seeking or suggesting treatment to know exhibit symptoms or warning signs. That's a much
more proactive and positive step toward positive mental health.

The self-defeating perspective owes to a lack of constructively using negative performance to better overall
performance in these individuals. For further research to determine whether depression negatively affects academic
performance a more specific measure must be used.

However, the use of stereotypes is a major way in which we simplify our social world; since they reduce the amount
of processing we have to do when we meet a new person. By stereotyping we infer that a person has a whole range
of characteristics and abilities that we assume all members of that group have. Stereotypes lead to social
categorization, which is one of the reasons for prejudice attitudes which leads to in-groups and out-groups.

A stereotype can be almost any thought that oversimplifies a person or group, although it focus primarily on a
stereotype is an over-generalized belief about a particular category of people. Stereotypes are generalized because
one assumes that the stereotype is true for each individual person in the category. While such generalizations may
be useful when making quick decisions, they may be erroneous when applied to particular individuals. Stereotypes
encourage prejudice and may arise for a number of reasons. Stereotypes are false or misleading generalizations
about groups held in a manner that renders them largely, though not entirely, immune to counterevidence.

There are several relevant characteristics of stereotypes to note:

Stereotypes can be socially shared or exist in the mind of only one person.
The Current study of the Effects of Stereotypes about Depression in Student Academic Performance 3

Stereotypes can be based on a prominent group membership, or be unrelated to social group

Stereotypes can link people to characteristics that are negative, neutral or positive. Even positive stereotypes can
have be negative, because they set up unfair expectations.

Not only bad stereotypes cause negative effects in individuals and students. Good stereotypes can also be harmful
and cause new problems. They are even worse because people are not aware they are causing harm. Stereotypes
create a misconception of how people are and how they live in other cultures, religions, or countries. This
misconception could cause problems such as discrimination. The term stereotype are often used interchangeably in
everyday conversation. Stereotypes are oversimplified generalizations about groups of people. Stereotypes can be
based on race, ethnicity, age, gender, sexual orientation—almost any characteristic.

The negatives effects that stereotyping causes in students are many. Some of the negatives effects are harm, poor
performance in different activities, and even health problems. According to the article “Long-term Effects of
Stereotyping” published in psychcentral.com, it argues how students can be affected by stereotypes even after being
exposed to them. Based on his arguments based on a study of the University of Toronto that shows how students get
hurt because of stereotypes, and how it could affect them in their academic performance. “Students are more likely to
be aggressive after they’ve faced prejudice in a given situation. They are more likely to exhibit a lack of self-control.
They have trouble making good, rational decisions. And they are more likely to over-indulge on unhealthy foods” says
Michael Inzlicht. This demonstrates how students are affected in a negative way because of negative stereotypes.

Awareness eliminates stigma for these people. If we are aware of their limitations and strengths, stigma may
disappear. Stigma refers to the opinions and thoughts of the community. Stigma shames the mentally ill. Creates a
community where minds are closed off and rejects acceptance of those who are “different.” Attitudes and behaviors
move a community into either a positive or negative trend. If there is a negative trend than the implications may
cause a combination of denial and hatred.

In addition, there is a great misconception for the mentally ill. Many think these people are lazy or just making it up.
There is also the attitude that these people are either crazy, possessed by demons, violent, out of control and unsafe.
These are negative labels that have been attached due to the lack of awareness. Raising awareness can reduce
misconceptions. Imagine your daughter with bipolar disorder being described by these words. How would this make
you feel? Why continue to live in a community where there is judgment, if we could promote awareness on the issue.

Background of the study:

The term stereotype comes from the French adjective stéréotype and derives from the Greek words (stereos), "firm,
solid" and (typos), impression, hence "solid impression on one or more idea/theory. The term comes from the
printing trade and was first adopted in 1798 by Firmin Didot to describe a printing plate that duplicated any
typography. The duplicate printing plate, or the stereotype, is used for printing instead of the original. Outside of
printing, the first reference to "stereotype" was in 1850, as a noun that meant image perpetuated without change.
However, it was not until 1922 that "stereotype" was first used in the modern psychological sense by American
journalist Walter Lippmann in his work Public Opinion.
The Current study of the Effects of Stereotypes about Depression in Student Academic Performance 4

With the globalization of media coverage over the last few decades, it seems that mass media (which include movies,
television and advertisements) are overflowing with stereotypes and are a main source of stereotypes learned by
individuals. Although stereotyping has not been created by the media, modern media have a huge influence on
generation and maintenance of stereotypes specifically in students. Stereotypical images portrayed in the media are
an everyday occurrence, and these stereotypical representations may cause prejudice towards out-groups, leading
people to have negative and emotional feelings towards members of these groups.

It is possible that stereotypes that students hold within the school may have originated from various sources in their
lives, which they may have transferred to their school. Individuals may form stereotypes and specifically assign
attributes to certain groups that they may have indirectly learned from influential agents such as parents, teachers
and peer groups. Parents and other family members are primarily the sources that provide information and
strengthen and teach stereotypic beliefs to children, and people may have retained these beliefs throughout their
adult lives. Bar-Tal (1996) investigated the perceptions that Jewish children in Israel have of Arab people. Results of
the study indicated that many of the children had negative stereotypic beliefs of Arabs and associated them with
characteristics such as being violent and aggressive. Many of the children also mentioned that their parents (either
their mother or father) described Arabs in a negative manner and also warned them to stay away from Arabs. These
images that Jewish children developed in childhood may spill over to and be retained in adulthood.

According to the social learning theory (Barkley, 1982), people learn social behavior through direct experience (for
example by being rewarded or punished for behaving in a certain way) or through the observation of others (for
example by observing the consequences of others' actions). People will therefore uphold those beliefs and behavior
for which they or others are rewarded and put an end to those beliefs and behaviors that will lead to them or others
being punished. By taking this theory into consideration, it can be said that students can learn to stereotype others
because of their direct experiences with a specific group, or by learning stereotypes from influential others however,
by not being reprimanded for stereotyping others, individuals continue to engage in the process of stereotyping.

On the other hand depression have been so many terms used to describe this set of feelings we’ve all felt at one time
or another in our lives, it may be difficult to understand the difference between just being blue and having clinical
depression. Depression is characterized by a number of common symptoms. These include a persistent sad,
anxious, or “empty” mood, and feelings of hopelessness or pessimism that lasts nearly every day, for weeks on end.
A person who is depressed also often has feelings of guilt, worthlessness, and helplessness. They no longer take
interest or pleasure in hobbies and activities that were once enjoyed; this may include things like going out with
friends or even studying. Insomnia, early-morning awakening, and oversleeping are all common.

Appetite and/or weight loss or overeating and weight gain may be symptoms of depression in some people. Many
others experience decreased energy, fatigue, and a constant feeling of being “slowed down.” Thoughts of death or
suicide are not uncommon in those suffering from severe depression. Restlessness and irritability among those who
have depression is common. A person who is depressed also has difficulty concentrating, remembering, and trouble
making decisions. And sometimes, persistent physical symptoms that do not respond to traditional treatments —
such as headaches, digestive disorders, and chronic pain — may be signs of a depressive illness.
The Current study of the Effects of Stereotypes about Depression in Student Academic Performance 5

Statement of the Problem:

Stereotypes are a big problem in students nowadays, it put labels about how a person should act when experiencing
depression. This could affect individuals who are suffering from depression because stereotyping created a distortion
of how every individual should be. The objective of the present study was to explore the effects stereotypes of
depression among the Grade 11 Humanities and Social Sciences (Humss) students and the secondary objective was
to find out the factors affecting the stress, anxiety, sadness and depression level in these students in order to provide
excellent information and to answer the following:

1. What is the impact of stereotyping in someone who has depression?

2. What is the effects of stereotyping about depression in student’s academic performance?
3. Why those who experiencing loss often might describe themselves as being “depressed”?
4. What is the importance of awareness in depression?
5. Why is it important not to brush off depression as something a person will simply “get over”?

Definition of terms:

Stigma - is a perceived negative attribute that causes someone to devalue or think less of the whole person.

Sadness - the condition or quality of being sad, and an emotional pain associated with, or characterized by, feelings
of disadvantage, loss, despair, grief, helplessness, disappointment and sorrow.

Stereotypes - is an over-generalized belief about a particular category of people. Stereotypes are generalized
because one assumes that the stereotype is true for each individual person in the category. While such
generalizations may be useful when making quick decisions, they may be erroneous when applied to particular
individuals. It encourage prejudice and may arise for a number of reasons.

Significance of the study:

The researchers aims to describe the stereotypes about depression and its importance and influence on thoughts,
feelings, and behavior of students that affect in their family relationships and academic performances:

Students:
This research would be beneficial to the students because they will know the negatives effects of depression in their
academic performance. In this study the students can be aware on the things that depression can do to them.

Teachers:
This research would also be beneficial to the teachers and administrators because they will be able to understand the
changes of the behavior, perceptions in life and academic performance of the students that were engaged to stress
and depression. They can easily cope up to the students attitudes.
The Current study of the Effects of Stereotypes about Depression in Student Academic Performance 6

Parents:
These research shows that treating depression in teens improves their parents’ mental health, too. Therefore,
treatment for depressed teen students, depression has a beneficial effect on the entire family. The findings support
what parents already know about how depression affects a family. The parents knowing the risk of depression can
help to prevent and avoid their child to be depressed.

Future Researcher
This research would be beneficial to the future researcher because they can get some information that might needed
in their research and some of their questions may possibly be answered by this research.

Scope and Delimitations:

This study focuses on the effects of stereotypes about depression in student academic performance of Grade 11
Humanities and Social (Humss) in La Consolacion University Philippines. This study will not cover other problems
that are not consider as one of the stress and depression. The other students which do not fall as part of Grade 11
Humanities and Social (Humss) students are not within the scope of this research. This study would be done through
the utilization of questionnaire to the students as a survey and reference. By their strategy the researchers will be
able to know the effects of stress and depression to Grade 11 Humanities and Social (Humss) students.

References:

The Editorial Account of UKEdChat, managed by editor-in-chief Colin Hill, with support from Martin Burrett from the
UKEd Magazine. Pedagogy, Resources, Community. https://ukedchat.com/2016/01/25/the-effect-of-depression-on-
academic-performance-by-emma_rachels/
William T. L. Cox Perspectives on Psychological Science 7(5):427-449 · September 2012 with 2,579 Reads
DOI: 10.1177/1745691612455204
https://www.researchgate.net/publication/258180074_Stereotypes_Prejudice_and_Depression_The_Integrated_Pers
pective?fbclid=IwAR1csklAHW4mcydAY4RY57Z2dv0oFhhcdeK0HS_KXQm6Wa3rU70B3N7g6Bg
McLeod, S. A. (2015, Oct 24). Stereotypes. Retrieved from https://www.simplypsychology.org/katz-braly.html
American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders (DSM-5), Fifth edition. 2013.
National Institute of Mental Health. (Data from 2013 National Survey on Drug Use and Health.)
www.nimh.nih.gov/health/statistics/prevalence/major-depression-among-adults.shtml
Kessler, RC, et al. Lifetime Prevalence and Age-of-Onset Distributions of DSM-IV Disorders in the National
Comorbidity Survey Replication. Arch Gen Psychiatry. 2005;62(6):593602.
http://archpsyc.jamanetwork.com/article.aspx?articleid=208678
https://en.m.wikipedia.org/wiki/Depression_(mood)
Jorge Robleshttps://medium.com/collection-of-essays/stereotypes-a-big-problem-in-our-modern-society-
4137a916b2c6?fbclid=IwAR3IxVjNc5tdzM76FB4dAaEvBk_9wFs-XlfYoLV15BwwGzCmtXl601UW6Ao
Derrick Cliftonhttps://mic.com/articles/192774/8-tech-accessories-for-working-remotely-while-traveling#.K1iyj1PwU
Lindsey L.
Monteithhttps://www.researchgate.net/publication/248703009_Implicit_and_Explicit_Stigmatizing_Attitudes_and_Ster
eotypes_About_Depression