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Does Depression Negatively Impact a College Student’s Academics?

Morgan Mason

University of Lynchburg

HP371WA
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Lynchburg College (LC) Institutional Review Board (IRB) for Human Subjects Research
Exempt Status Protocol Proposal
Dear investigator,
Read the information in this protocol proposal carefully, as our policies and procedures are
updated regularly to reflect federal regulations and guidance. This protocol proposal is for
exempt status proposals only. Complete the protocol proposal and supply the required
attachments in accordance with the instructions provided. Questions and inquiries should be
directed via email to the IRB Director, Dr. Tom Bowman, at IRB-HS@lynchburg.edu.
About Exempt Status and the Review of Exempt Status Acknowledgement Submissions: While
the term “exempt” might indicate to some that a review is not involved, this is not the case. The
LC IRB reviews basic information about an activity that the investigator presumes to qualify for
exempt status; an acknowledgement of exempt status is required before the research activity can
be conducted. Exempt research requires annual continuing review and renewal (see LC IRB
Policy and Procedure Manual, Section 4.5 “Continuing Review” for more information). The IRB
Director, or his/her designee, will review the exempt status protocol proposal and supporting
documents; if the study does qualify for exempt status, then an exemption acknowledgement will
be provided to researcher team. Investigators are not permitted to determine on their own that
their research is exempt. Federal regulations list six categories of exempt research (see 45 CFR
46.101(b)), and these are components of the assessment of the review status. Additional
considerations include risk, benefits, privacy, and confidentiality. Federal regulations should be
viewed as a “floor,” and not a “ceiling” for the LC IRB’s assessment of and regulations on the
protection of human subjects in research.
Additional Information Regarding Human Subjects Research Protection at Lynchburg College:
A complete list of policies and procedures can be found on the LC IRB website and in the LC
IRB Policy and Procedure Manual, which is available on the website. All research activities
involving the use of human beings as research subjects must be reviewed and approved by the
LC IRB, unless the IRB Director determines that the activity does not qualify as human subjects
research and is thereby non-reviewable. Members of the research team are not permitted to
recruit or begin data collection until approval has been provided by the Director of the IRB.
Undergraduate students are not permitted to serve as Principal Investigator (PI) for a research
study and must have a faculty mentor as the study PI; graduate students may serve as Co-
Principal Investigator (Co-PI) along with a faculty member. Federal regulations and guidance are
seen as a "floor," not a "ceiling," for the protection of human subjects.
We look forward to facilitating the review of your proposal materials.

Instructions: All submissions must follow the instructions found here (and also found on the
Lynchburg College (LC) Institutional Review Board (IRB) Submission Instructions web page).
Incomplete or improperly completed/submitted protocol proposals and supporting materials will
experience a delay in the review process.
Checklist and submission instructions for exempt status protocol proposal submissions:
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Online submission materials: Once the Protocol Proposal is complete, please share the
file with the IRB director, Dr. Tom Bowman. If a student is completing the Protocol
Proposal, the faculty mentor must share it with the IRB director. No Protocol Proposals
will be accepted from students. (To check the appropriate box, double click on the box, then
right click to add a check)
❏ (1) Exempt Status Protocol Proposal (this form), completed
❏ (2) Any additional support materials that you wish to submit for consideration (check this
box only if you have included additional support material at the end of the document)
❏ (3) Administration Permission Form (when prompted, click “make a copy” to
complete the form) if research is being conducted at another organization (educational
setting, business, etc.) or a signed letter from an organization leader from each data
collection site stating data collection is permissible.

What is the name of the person who will be responsible for submitting the proposal materials to
the IRB Director? Morgan Mason
What is the name of the person completing this protocol proposal? Morgan Mason

Section One: Basic information about the research study and research team
Per institutional policy, undergraduate students are not permitted to serve as PI on the research
team. They may; however, be listed as the lead researcher. Graduate students who wish to serve
as a Co-PI with their faculty mentors/advisors are permitted to do so.
Title of the Research Study: Does Depression Negatively Impact a College Student’s
Academics?
Per the LC IRB Ethical Research Practices Policy, all members of the research team must
complete the CITI training appropriate for their learner group (either faculty/staff or students).
Principal Investigator (PI) or Co-Principal Investigators (Co-PIs): Tonya Price, MS, RDN

PI Department or Office (list for Co-PIs, if applicable): Health Promotion

PI Email Address (list for Co-PIs, if applicable): price.t@lynchburg.edu

Additional research team members and their roles*: Morgan Mason student researcher
Name of researcher Role of researcher** Affiliation, if not LC Student Researcher***
Tonya Price MS RDN Principle Researcher Lynchburg College Not a student

Morgan Mason Student Researcher Lynchburg College Undergraduate

*If there are more than five additional research team members, then the research team must
submit a complete list of research team members.
❏ Check this box if this study is being conducted (in full or in part) to meet requirements
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for course credit, class assignment, thesis, dissertation, or other similar pursuit. (To check
the box, double click on the box, then right click to add a check)
If you did not check this box, then you can proceed to Section Two. If you did check the box,
then please fill out the following fields:
[If there are more than one student and/or courses for which this study will meet requirements,
separate with a semi-colon and (if applicable) clarify which course is for which student.]
Course prefix and number: HP371
Course title: Research in Health Promotion
Semester(s) and year(s) of enrollment: Spring 2016
Course instructor/professor: Tonya Price MS RDN
If thesis or dissertation, provide details here on your degree program (for undergraduate honors,
list Westover or department honors, or both), and name of thesis director or dissertation chair:
Section Two: Background information on the proposed research study.
Submit responses to these eight items below. Researchers are encouraged to provide as much
detail as they would provide in describing to a faculty member or other academic professional
who is not in their discipline/profession. In other words one can assume that the reviewer will
understand the methodological and analysis references, but not necessarily technical jargon,
acronyms, or devices.

Special note for student research projects: Be mindful that you are engaging in a review process
focused on the assessment of the protection of human subjects and responsible conduct of
research; this is very different than assessment of your completion of an assignment – be careful
to separate your course assignment requirements from the information requested on this
protocol proposal. All researchers are held to the same standards for rigor and responsibility.
Students are encouraged to take the time to read the information found on the LC IRB website as
it may help them better understand the significance of an IRB review.

1. Provide a description of the purpose of your study. The purpose of a study is different than a
topic statement; make sure that your response to this item focuses on the purpose of the study as
it relates to the conduct of research with human subjects toward the goal of creating or
contributing to generalizable knowledge. Note for student researchers: Be mindful that
completion of a course assignment or project is not an acceptable study purpose. In order to be in
compliance with recordkeeping requirements, the researcher must present a cogent statement
regarding the purpose of the study as it relates to creating or contributing to generalizable
knowledge. The purpose of this study is to evaluate the relationship between a college student’s
academics and the reflection of the negativity of depression to ratify that academic performance
is harmed.
2. Provide a detailed description of how you will collect data for your study. Be specific about
your procedures for data collection (including if you will distribute online, in-person, etc.) and
the data collection instrument itself (standardized, created by researchers, etc.) This is not a
question about recruitment or access to your sample (see question 3, below, for that); instead,
this is a question about what type of data collection instrument(s) you will utilize. Attach/include
in your proposal packet all of the data collection instruments that you will use. Data will be
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emailed to undergraduate students’ school email accounts.

3. Provide a detailed description of how you will recruit subjects. No individual, office, program,
or division at LC holds the responsibility for or expressed authorization to distribute recruitment
statements and/or links to data collection instruments among those in the LC community. It is the
responsibility of the PI and the research team to make arrangements for these tasks and then to
clearly explain the recruitment and data collection methods for the study within this proposal. If
your study protocol proposal incorporates procedures for electronic recruitment and/or collection
of data among faculty, staff, and/or students at LC, then your proposal submission materials must
include explicit reference to the methods used to recruit and collect data (e.g., who will send
recruitment email, to whom it will be sent, how many emails will be sent and at what frequency).
Indicate in the proposal if arrangements have already been made or if the arrangements are in the
planning stage. For studies involving recruitment through sign-up sheets: Researchers are to
explain the sign-up sheet protocol using explicit details regarding location/placement, duration of
posting, who will have access to the building/location (reasonable expectations of privacy for
potential subjects who sign up), and include a copy of the sign-up sheet itself. Researchers are
encouraged to utilize electronic means (e.g., Google forms) to facilitate the sign-up process as
this reduces risk for privacy concerns. Be advised that studies utilizing sign-up sheets that are
placed in publicly accessible buildings (including those on campus that are not secured by a
device such as keycard entry) will not be qualified for exempt status. There will be an initial
invitation email inviting sudents to participate with three following reminding invitations to
participate.
4. Provide a detailed description of what will happen to or be required of the subjects in your
research study. Answer the following questions, in complete sentences: (a) Will deception be
involved in this study?; (b) Will an experimental or quasi-experimental design be used?; and (c)
Will participants be asked to disclose information about illegal activity? Deception will not be
involved in this study. Experimental design will be used in this study. Participants will not be
asked anything more than symptomology and demographic questions.
5. What is the maximum number of participants for your study? Answer in a complete sentence.
How long will participation last? Provide duration for individual sessions and duration over time
if multiple sessions are required. Answer in complete sentences. The maximum number of
participants is the undergrad population of students at the University of Lynchburg (1,822
students in 2020). The study should not take more than fifteen minutes one time.
6. You may not collect any data with personally identifiable information. Provide a statement in
which you clearly state that you will not be collecting personally identifiable information.
Clearly state what, if any, demographic information will be collected. Be advised that multiple
demographic items in a small sample or from a limited population, such as a specific College,
will decrease the ability to protect individuals’ identities and maintain confidentiality. “Your
answers will be completely confidential. Moreover, the results of the
7. Research involving vulnerable populations will rarely qualify for exempt status. Provide a
statement in which you clearly state the level of involvement of vulnerable populations in your
study. While the federal regulations do not provide a definitive list of vulnerable populations, the
study of the following groups is generally accepted as the study of vulnerable populations:
Pregnant women, human fetuses, and neonates; prisoners; children (anyone under the age of 18
years); cognitively impaired persons; students and employees; minorities; economically and/or
educationally disadvantaged; AIDS/HIV+ subjects; terminally ill subjects. There are special
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regulations for the study of fetuses; pregnant women and in vitro fertilization, prisoners, and
children. Students will be invited to participate in this survey.
8. Describe all foreseeable plans for dissemination, including print and oral. Include venues that
are private (e.g., classroom dissemination or paper that will only be read by professor) and those
that are public (e.g., Student Scholar Showcase, academic journal, conference). Study survey will
be sent to student email accounts and will remain confidential.

Section Three: Regulatory parameters for consideration of exempt status classification

Select as many as apply and provide an explanation for how your study qualifies for that specific
parameter. Clearly label the parameter for which each explanation is provided. Note that simply
stating “this is a survey” or “this is anonymous” is not acceptable – researchers should note
that items in italics, below, have been added by the LC IRB in an effort to provide additional
clarification. The language here in regular font is taken directly from 45 CFR 46; contact the
IRB Director with questions about interpretation of material found in the Code. (To check the
appropriate box, double click on the box, then right click to add a check)
❏ Parameter One. Research conducted in established or commonly accepted educational
settings, involving normal educational practices, such as (i) research on regular and
special education instructional strategies, or (ii) research on the effectiveness of or the
comparison among instructional techniques, curricula, or classroom management
methods. Normal educational practices are those which are considered standard operating
procedures and/or assessment information that would be collected regardless of this study
taking place. Collecting data from a school or classroom environment does not
automatically qualify one’s study under this category. Instead, researchers will ask, “Is
this the typical and/or only environment in which these data would be collected?” If an
educational setting is selected for convenience or basic theoretical sampling reasons, then
it does not qualify under this exemption.
❏ Parameter Two. Research involving the use of educational tests (cognitive, diagnostic,
aptitude, achievement), survey procedures, interview procedures or observation of public
behavior unless: (i) information obtained is recorded in such a manner that human
subjects can be identified, directly or through identifiers linked to the subjects, and (ii)
any disclosure of the human subjects' responses outside the research could reasonably
place the subjects at risk of criminal or civil liability or be damaging to the subjects'
financial standing, employability, or reputation. Be advised that recording/collecting
multiple demographic items in a small sample or from a limited population such as a
specific College will decrease the ability to protect individuals’ identities and maintain
confidentiality, and disqualify a study from qualification under this exemption category.
Additionally, the types of data that are collected (interview questions, survey items,
observation parameters) are very important as related to (i) and (ii), above. Underage
alcohol consumption or purchase, underage tobacco consumption or purchase, illegal
activities, criminal history and activities, items related to job satisfaction or supervisory
performance, honor or integrity items (such as honor code at LC), health status, and
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sexual activity are all examples of topics that would make it such that a study would not
qualify for exemption under this category.
❏ Parameter Three. Research involving the use of educational tests (see previous), survey
procedures, interview procedures, or observation of public behavior that is not exempt
under paragraph 2, above, if: (i) the human subjects are elected or appointed public
officials or candidates for public office, or (ii) federal statute(s) require(s) without
exception that the confidentiality of the personally identifiable information will be
maintained throughout the research and thereafter. What this item does is provide an
opportunity for research to be conducted under not exempt categories in Parameter Two
under two very specific circumstances. This is a rarely used exemption category among
LC researchers. Contact the IRB Director for more guidance if you wish to explore your
study’s qualification for this exemption.
❏ Parameter Four. Research involving the collection or study of existing data, documents,
records, pathological specimens, or diagnostic specimens, if these sources are publicly
available or if the information is recorded by the investigator in such a manner that
subjects cannot be identified, directly or through identifiers linked to the subjects. If your
study only utilizes data from publicly available databases (such as the Unite States
Census), then it would qualify under this exemption. If your study only utilizes data that
were collected as a part of a previous study that was approved under a separate IRB
proposal or equivalent determination process, then it would qualify under this exemption.
In your explanation be clear on who collected the existing data, the organization/agency
that has ultimate ownership of the data, and the approval information for the study from
which these data originated.
❏ Parameter Five. Research and demonstration projects which are conducted by or subject
to the approval of department or agency heads, and which are designed to study, evaluate,
or otherwise examine:(i) Public benefit or service programs, (ii) procedures for obtaining
benefits or services under those programs, (iii) possible changes in or alternatives to those
programs or procedures, or (iv) possible changes in methods or levels of payment for
benefits or services under those programs. This parameter is relatively straightforward.
Some quality enhancement, quality improvement, institutional assessment, and program
evaluation activities might fall under this exemption category. Consult the LC Internal
Assessment and Evaluation Research Policy and contact the IRB Director for more
guidance if you wish to explore your study’s qualification for this exemption.
❏ Parameter Six. Taste and food quality evaluation and consumer acceptance studies (i) if
wholesome foods without additives are consumed or (ii) if a food is consumed that
contains a food ingredient at or below the level and for a use found to be safe, or
agricultural chemical or environmental contaminant at or below the level found to be
safe, by the Food and Drug Administration or approved by the Environmental Protection
Agency or the Food Safety and Inspection Service of the U.S. Department of Agriculture.
This exemption parameter is rarely utilized by LC researchers. Contact the IRB Director
for more guidance if you wish to explore your study’s qualification for this exemption.
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Please provide your explanation for how your study qualifies for the specific parameter selected
above.
I am conducting a survey of current students at the University of Lynchburg to evaluate the
relationship between a college student’s academics and the reflection of the negativity of
depression to ratify that academic performance is harmed by depression.

Additional documentation

Please provide the invitation to participate in study or oral script to introduce study, if applicable,
here.

Dear Undergraduate Students,

I am writing to request your help with an important project. I am conducting a survey of current

students at the University of Lynchburg to evaluate the relationship between a college student’s

academics and the reflection of the negativity of depression to ratify that academic performance

is harmed by depression.

You were selected to be part of this project because of your affiliation with the University of

Lynchburg. 
 

To complete the survey online, please go to the Google Form link below and then follow the

survey instructions.
 

Your answers will be completely confidential. Moreover, the results of the survey will be

reported in a summary format, so again no one will link you to your responses.
 

Thank you in advance for your participation in this important project.

 
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Please review the informed consent below for a complete explanation of this project.  If you

agree to participate, you can access the survey from the link below the informed consent.

Link to survey:
https://docs.google.com/forms/d/e/
1FAIpQLSfa9XCNEV73su5Qz0GoH9FkKAuYnO0FXikGBgjBIdB4Negtgg/viewform?
usp=sf_link

Please provide data collection instrument(s) or comparable item(s) below.

https://docs.google.com/spreadsheets/d/1Rm_qqYjRU7-
e90pX25zGUzaxWhfrezLGVC0dNkcKVoc/edit?usp=sharing
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Informed Consent Agreement

Please read this consent agreement carefully before you decide to participate in the research study.

Project Title: Does Depression Negatively Impact a College Student’s Academics?

Purpose: The purpose of this research study is to The purpose of this study is to evaluate the relationship between a
college student’s academics and the reflection of the negativity of depression to ratify that academic performance is
harmed.
Participation: You are being asked to participate in this study because you are affiliated with the University of
Lynchburg. This study will take place through a google forms survey. You will be asked to describe your thoughts
and feelings about depression and asked if you suffer from it.

Time Required: Your participation is expected to take about fifteen minutes one time.

Risks & Benefits: The potential risks associated with this study are possible anxiety surrounding the awareness
around mental health. The study is expected to benefit you by making one aware of symptoms associated with
depression. In addition, the study is expected to benefit students by making society and professors aware of the
struggles those with depression face.

Compensation: As compensation for your participation, you will receive nothing of tangible nature. [Describe any
reimbursement or other compensation]; and the conditions associated with this compensation are none.
Voluntary Participation: Please understand that participation is completely voluntary. You have the right to
refuse to participate and/or answer any question(s) for any reason, without penalty. You also have the right to
withdraw from the research study at any time without penalty. If you want to withdraw from the study please tell
the researcher or a member of the research team who is present during your participation.
Confidentiality: Your individual privacy will be maintained throughout this study by members of the research
team. In order to preserve the confidentiality of your responses, we have confidentiality measures in place in the
survey and results will be encrypted within an office. . Signed informed consent agreements, research data, sign-up
sheets, and any codes linking research data with subject names will be kept for three years in a locked room located
at The Courts 340A. Under the care of Dr. T Price on the University of Lynchburg campus.
Whom to Contact with Questions: If you have any questions or would like additional information about this
research, please contact Dr. T Price at 867-5309. The Lynchburg College Institutional Review Board (IRB) for
Human Subjects Research has approved this project. This IRB currently does not stamp approval on the informed
consent/assent documents; however, an approval number is assigned to approved studies – the approval number for
this study is You may contact the IRB Director and Chair through the Office of the
Associate Dean for Academic Affairs at Lynchburg College at 434.544.8327 or irb-hs@lynchburg.edu with any
questions or concerns related to this research study.

Agreement: I understand the above information and have had all of my questions about participation in this
research study answered. By signing below I voluntarily agree to participate in the research study described above
and verify that I am 18 years of age or older.

Signature of Participant

Date ____________________

Printed Name of Participant

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Signature of Researcher Morgan Mason

Date November 3, 2021

Printed Name of Researcher Morgan Mason

Signature of Witness C Mccleary

Date November 3, 2021

Printed Name of Witness C Mccleary

You will receive a copy of this form for your records.

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Does Depression Negatively Impact a College Student’s Academics?

Depression is widespread on college campuses as depression does not discriminate as to

whom it affects. The World Health Organization (WHO) reports that it is globally it is estimated

that five percent of adults suffer from depression (2019). Depression is prevalent in college

students with approximately 30% of students reporting being diagnosed and or treated by a

physician for depression is continually increasing from 2010 to 2016 (Shim. et al., 2019). As

many as 53% of students report that they experienced depression or depression- like symptoms

since the beginning of their college careers (Furr et al., 2001). Depression can cause those who

suffer severely to perform inadequately in academics as well as other aspects of life (WHO,

2019). College students are in a relatively new scene and lifestyle as college life could be

thought of as temporary. For students, being on their own for the first time, meeting new people,

and the overall stress of the workload, college can be a big trigger for those who sometimes

exhibited symptoms, those who struggle, and those who have depressive episodes. For students

who suffer from depression, adapting to college life may impact them more negatively as the

workload of college academia is quite abundant.

Depression is defined by Mayo Clinic (2018) as a mood disorder that causes a persistent

feeling of sadness and loss of interest. Depression affects how one feels, thinks, and behaves and

can lead to an abundance of emotional and physical health issues. Those who suffer from

depression may have trouble completing daily tasks and in more severe cases, may cause loss of

motivation in life. Depression affects each person differently and to different degrees of severity

Barker & Renaud, (2020). The causes of depression range from biological differences, brain

makeup, hormones, and inherited traits (Mayo Clinic, 2018). Depression symptoms may

encompass daily life activities or occur in episodes. As depression symptoms fluctuate from
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person to person, symptoms relevant to adult age college students may include loss of interest,

low energy, poor concentration, in addition to physical symptoms such as headaches and fatigue

(WHO, 2018).

As a result of depression having so many variables and differing from person to person,

(Santangelo, et al., 2018) reports on the backgrounds of students with and without mental health

symptom history as they entered their college careers. Depression can negatively impact a

college student’s academia in ways such as struggling to attend class and to complete

assignments, therefore resulting in being associated with lower academic performance (Ebert. et

al., 2019). An investigation done by (Shim. et al., 2016) compared the productivity of college

students with and without depression or depression- like symptoms showing that those with

depression were less productive due to their symptoms. The overall health and wellbeing of

college students with depression were negatively impacted regarding functionality in college.

As far as test results are concerned, those without depression are proven to score higher

on exams, completely correlated to the ability to function without depression in comparison to

those with depression (Shim et al., 2016). The lack of ability to function without adherence is

what comes into play in test taking when comparing those with and without depression. A

conclusion is found reporting that those with learning disabilities, anxiety, depression, or both

anxiety and depression have lower resulting grades in comparison to those without a diagnosis

(McEwan et al., 2019). Referring to the symptomology of depression, symptoms are different for

everyone who suffers with the illness regarding when, where, and which symptoms; however, all

of those who suffer from depression are negatively impacted when it comes to academia.

Depression is a serious mental illness that negatively affects many who suffers from it.

College students are particularly at risk for developing depression- like symptoms as they are
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facing a new, demanding lifestyle. Recognizing that college students in particular have issues

with keeping up with the demanding lifestyle that can factor into their mental health decline.

Professors of those students with depression must evaluate the negative impact that a student’s

mental illness is negatively impacting academic achievement as Diaconu-Gherasim et al, 2019

suggests.

The purpose of this study is to evaluate the relationship between a college student’s

academics and the reflection of the negativity of depression to ratify that academic performance

is harmed by depression.
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References

Barker, E. T., & Renaud, J. (2020). Brief Report: Contextualizing University Students’

Depressive symptoms: history, continuity, stability, and risk. In Journal of College

Student Psychotherapy (Vol. 34, Issue 1, pp. 24-32).

https://doi.org/10.1080/87568225.2018.1496373

Diaconu‐Gherasim, L. R., & Măirean, C. (2019). Depressive symptoms and academic

achievement: The role of adolescents’ perceptions of teachers’ and peers’ behaviors.

Journal of Research on Adolescence, 30(2), 471–486. https://doi.org/10.1111/jora.12538

Ebert, D. D., Buntrock, C., Mortier, P., Auerbach, R., Weisel, K. K., Kessler, R. C., Cuipers, P.,

Green, J. G., Kiekens, G., Nock, M. K., Demytenaere, K., & Bruffaerts, R. (2019).

Prediction of major depressive disorder onset tin college students. Depression & Anxiety

(Vol. 36, Issue 4), pp. 294-304. https://doi.org/10.1002/da.22867

Furr, S. R., Westefeld, J. S., McConnell, G. N., & Jenkins, J. M. (2001). Suicide and depression

among college students: A decade later. Professional Psychology: Research and

Practice, 32(1), 97–100. https://doi.org/10.1037/0735-7028.32.1.97

Lazar, J. (2018). Breaking down barriers between undergraduate computing students and users

with disabilities. Breaking Down Barriers, 17(2), 171–179. https://doi.org/10.1007/978-3-

319-75028-6_15

Lindsey, B. J., Fabiano, P., & Stark, C. (2009). The Prevalence and correlates of depression

among college students. College Student Journal, 43(4), 999-1014.

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Mayo Foundation for Medical Education and Research. (2018) Depression (major depressive

disorder). Mayo Clinic.

https://www.mayoclinic.org/diseases-conditions/depression/symptoms-causes/syc-

20356007.

McEwan, R. C., & Downie, R. (2018). Patterns of academic success and engagement among

college students with psychiatric disabilities. Journal of College Student Psychotherapy,

33(3), 257–272. https://doi.org/10.1080/87568225.2018.1483216

Noor, M., Nowfala, N., Khadeeja, M., Rayan, I., Rofida, A., Frederick, C., & Mahera, A.

Perceived academic and psychological stress among adolescents in unied arab emirates:

role of gender, age, depression, and high expectation of parents, Psychiatria Danubina,

2019; Vol. 31, Suppl. 3, pp 331-337

Santangelo, O.E., Provenzano, S., Piazza, D., & Firenze, A. (2018). Onset of depressive

symptomatology in a sample of university students. Mental illness (2036-7457), 10(1), 8-

11. https://doi.org/10.4081/mi.2018.7649

Shim, E. -J., Noh, H., Yoon, J., Mun, H. sol, & Hahm, B. -J. (2019). A longitudinal analysis of

the relationships among daytime dysfunction, fatigue, and depression in college students.

Journal of American College Health, 67(1). 51-58.

https://doi.org/10.1080/07448481.2018.1462819

World Health Organization. Regional Office for the Eastern Mediterranean. (2019). Depression.

World Health Organization. Regional Office for the Eastern Mediterranean.

https://apps.who.int/iris/handle/10665/333464.
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