The Negative Emotional States of Depression, Anxiety, and Stress on Male and Female

Grade 10 STE Students during Covid-19 Pandemic

Angelo James O. Comelio

Research 10

Dr. Florence P. Alicante

July 7, 2021

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 CHAPTER 1

BACKGROUND OF THE STUDY

The Covid-19 Pandemic affected every aspect of everyone’s lives. It made very big changes in

how we live as a society. Because of this, environments changed, impacting billions of people across the

world. Many gain fear from the deadly disease the virus spreads. As we dwell deeper into the effects of

the pandemic, we stood upon the education system and the impact it got from the pandemic. As Grade 10

STE students and beginners on a researcher’s journey, a particular group of students stand out of our

interests and convenience. We wanted to know how similar students like us are experiencing this drastic

event that changed our lives. To do that, we looked at the negative emotional states of depression,

anxiety, and stress they are in for the past week with the division of genders.

THEORETICAL/CONCEPTUAL FRAMEWORK

Covid-19 Student’s
Negative
Pandemic
Emotional State of
Depression,
Anxiety, and
Stress

GENDER

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STATEMENT OF THE PROBLEM

1. Is there a significant difference on the negative emotional states of depression, anxiety, and stress

on male and female Grade 10 STE students?

2. Is there an extent on the negative emotional states of depression, anxiety, and stress on male and

female Grade 10 STE students?

HYPOTHESIS OF THE STUDY

1. There is no significant difference on the negative emotional states of depression, anxiety, and

stress on male and female Grade 10 STE students.

2. There is no extent on the negative emotional states of depression, anxiety, and stress on male and

female Grade 10 STE students.

PURPOSE OF THE STUDY

This study can be used for gaining a new scientific perspective and a thoroughly analytical

interpretation on the negative emotional states of depression, anxiety, and stress on male and female

Grade 10 STE students.

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SIGNIFICANCE OF THE STUDY

This study is significant for many reasons for the following groups of people:

Grade 10 STE Students

To know that someone like themselves is experiencing the same thing gives a sense of relief and

assurance that you are not alone conflicted during the Covid-19 Pandemic. This also may serve as an

awareness check that you are prone to dangerous degrees of negative emotional states of depression,

anxiety, and stress during the pandemic.

School Administrators and Teachers

With the results and its interpretation, they can reevaluate their approach in teaching to fit in with

the negative emotional states of depression, anxiety, and stress of Grade 10 STE students during the

pandemic.

Future Researchers

Researchers who’s study has an aspect of differentiating male and female genders may use this

study as an aid for approaching male and female emotional differences. This study could also be used as a

guide for similar studies.

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SCOPE AND DELIMITATIONS

This study does not represent all Grade 10 students and is only inclusive for PNHS-Main’s male

and female Grade 10 STE students Batch 2020 – 2021 during the Covid-19 Pandemic. Results are not

professionally interpreted but the student researchers’ interpretation is guided by a manual made

specifically for interpreting data from the assessment survey.

DEFINITION OF TERMS

 Covid-19 Pandemic - also known as the coronavirus pandemic, is an ongoing global pandemic

of coronavirus disease 2019 (COVID-19), which is caused by severe acute respiratory syndrome

coronavirus 2 (SARS-CoV-2) (COVID-19 Pandemic - Wikipedia, n.d.).

 Depression - is characterised by a lack of positive affect (Driven_DASS_Manual.Pdf, n.d.); in a

clinical sense has various associated symptoms related to it, including a persistent feeling of

sadness, loss in interest and enjoyment in activities, and hopelessness

(Driven_DASS_Manual.Pdf, n.d.).

 Anxiety - characterised by heightened autonomic arousal (Driven_DASS_Manual.Pdf, n.d.).

 Stress - characterised by the presence of negative affect (Driven_DASS_Manual.Pdf, n.d.);

a feeling of being under pressure (Driven_DASS_Manual.Pdf, n.d.).

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 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature and related studies which have bearing on the study on hand.

These literatures and studies provided the researcher direction for a better appreciation of the present

research.

Depression, Anxiety, and Stress on Students during Covid-19 Pandemic

The sudden shift to exclusive e-learning methods of instruction have produced anxiety and

depression symptoms among a significant portion of the students due to the stressful load of work

required (Fawaz & Samaha, 2021). In that the majority of medical students surveyed experienced

moderate or higher levels of psychological distress. It is likely that the COVID-19 pandemic has

contributed to their level of stress (O’Byrne et al., 2021). The results demonstrate a significant increase in

depression levels as the pandemic was progressing (Debowska et al., undefined/ed).

Differences of Male and Female Negative Emotional States

We also found that female students scored significantly higher than male students on depression,

anxiety, and stress (Debowska et al., undefined/ed). As expected, there were sex differences in the

symptom distribution, with women reporting significantly higher levels of anxiety and depression than

men (Solomou & Constantinidou, 2020). More than half of the respondents were affected by depression

(51.3%), anxiety (66.9%) and stress (53%).  On pooled analysis, males were less likely than females to

have depression (odds ratio of 0.85, 95% confidence interval: 0.73–0.96) and stress (odds ratio: 0.90, 95%

confidence interval: 0.81–0.99) (Sarkar et al., 2017).

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 CHAPTER 3

METHODOLOGY

This chapter describes the research design, respondents of the study, sampling technique,

research instrument and techniques, daa gathering procedure, treatment of data, and ethical consideration.

RESEARCH DESIGN

The quantitative design was used in this study. The quantitative data were gathered from the

survey questionnaire. Both the data from the questionnaire and interview were needed to answer the

problems called for in this study.

Respondents of the Study

Distribution of Respondents
Depression Anxiety
Gender Population Sample Percent Stress Scale
Scale Scale

Male 45 26 50 39.74358974 37.54578755 42.30769231

Female 54 26 50 55.67765568 50.18315018 52.74725275

TOTAL 99 52 100

Figure 1

The respondents of this study were Male and Female Grade 10 STE students from PNHS-Main in

the Division of Paranaque City. There were 52 Grade 10 STE student respondents from the three Grade

10 STE sections whose experiences during the Covid-19 Pandemic was assessed using the DASS-21

Assessment Form.

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SAMPLING TECHNIQUE

The student respondents were chosen through a quota sampling technique. An equal number of

male and female respondents will be assessed to represent their respective gender group.

RESEARCH INSTRUMENT

The assessment form is DASS-21 made by Lovibond, S.H. & Lovibond. The DASS is a set of

three self-report scales designed to measure the negative emotional states of depression, anxiety and

stress. The DASS was constructed not merely as another set of scales to measure conventionally defined

emotional states, but to further the process of defining, understanding, and measuring the ubiquitous and

clinically significant emotional states usually described as depression, anxiety and stress.

(Overview of the DASS and Its Uses, n.d.)

Each of the three DASS scales contains 14 items, divided into subscales of 2-5 items with similar

content. The Depression scale assesses dysphoria, hopelessness, devaluation of life, self-deprecation, lack

of interest/involvement, anhedonia, and inertia. The Anxiety scale assesses autonomic arousal, skeletal

muscle effects, situational anxiety, and subjective experience of anxious affect. The Stress scale is

sensitive to levels of chronic non-specific arousal. It assesses difficulty relaxing, nervous arousal, and

being easily upset/agitated, irritable/over-reactive and impatient. Subjects are asked to use 4-point

severity/frequency scales to rate the extent to which they have experienced each state over the past week.

Scores for Depression, Anxiety and Stress are calculated by summing the scores for the relevant items.

(Overview of the DASS and Its Uses, n.d.)

In addition to the basic 42-item questionnaire, a short version, the DASS21, is available with 7

items per scale. (Overview of the DASS and Its Uses, n.d.)

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DATA GATHERING PROCEDURE

The researchers requested the help of each class president of the three Grade 10 STE sections to

disseminate the online form to their respective classmates. An interval of 2 weeks are provided for the

availability of responding to the form. After the last day of the second week, the online assessment survey

form was closed and the statistical treatment of data soon happened next.

STATISTICAL TREATMENT OF DATA

The data were tallied, analyzed and interpreted using the following:

1. Frequncy and Percentage to identify the number of male and female Grade 10 STE student

respondents.

2. Mean to identify the average frequency does the specific group experience a negative emotional state

of depression, anxiety, and stress in the 2 week window during the Covid-19 Pandemic.

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 CHAPTER 4

RESULTS AND DISCUSSIONS

This chapter explain thoroughly the results taken from the statistical treatment of raw data from

the responses in the online assessment survey form.

Gender Figure 2.1 & 2.2~ With regards to the related literatures on
States Male Female “Differences of Male and Female Emotional States” on
Depression 39.74358974 55.67765568
Anxiety 37.54578755 50.18315018 page 6, it is clear that females are more prone to
Stress 42.30769231 52.74725275
experiencing higher negative emotional states of depression,

anxiety, and stress than males even during the Covid-19 Pandemic.

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 Male Male Female Female
Stress 17.76923077 42.30769231 22.15384615 52.74725275
NORMAL
MILD XXX XXX
MODERATE XXX XXX XXX XXX
SEVERE XXX XXX XXX XXX
EXTREME XXX XXX XXX XXX
Anxiety 15.76923077 37.54578755 21.07692308 50.18315018
NORMAL
MILD
MODERATE
SEVERE XXX XXX
EXTREME XXX XXX XXX XXX
Depression 16.69230769 39.74358974 23.38461538 55.67765568
NORMAL
MILD
MODERATE XXX XXX
SEVERE XXX XXX XXX XXX
EXTREME XXX XXX XXX XXX

Figure 3

Here is a more thorough approach to the raw data. The uppermost level of “XXX” describes the

intensity of the negative emotional states the Grade 10 STE students is prone experiencing during the

Covid-19 pandemic with regards to their genders.

With this, we could interpret that Grade 10 STE male students are most likely to experience mild

stress, severe anxiety, and moderate depression in day-to-day life during the Covid-19 Pandemic. For

Grade 10 STE female students, they are most likely to experience moderate stress, extreme anxiety, and

severe depression in day-to-day life during the Covid-19 Pandemic.

High scorers are within the severe and extreme intensity levels. Characteristics of high scorers

based on Lovibond, S.H. & Lovibond’s literature are:

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Depression Scale

 self-disparaging  unable to experience enjoyment or

 dispirited, gloomy, blue satisfaction

 convinced that life has no meaning or value  unable to become interested or involved

 pessimistic about the future  slow, lacking in initiative

Anxiety Scale

 aware of dryness of the mouth, breathing

 apprehensive, panicky difficulties, pounding of the heart,

 trembly, shaky sweatiness of the palms

 worried about performance and possible

loss of control

Stress Scale

 over-aroused, tense
 easily startled
 unable to relax
 nervy, jumpy, fidgety
 touchy, easily upset
 intolerant of interruption or delay
 irritable

(Overview of the DASS and Its Uses, n.d.)

Do note that severe intensity candidates have fewer negative characteristics than extreme

intensity candidates.

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 Gender Figure 3.1 & 3.2~ To answer
Depression Difference
Subcategory Male Female (percentage)
problem number two, there is an extent
Anhedonia 1.038461538 1.653846154 37.20930233
Inertia 1.384615385 1.384615385 0 to the negative emotional states of
Hopelessness 1.423076923 1.807692308 21.27659574
depression, anxiety, and stress. With
Dysphoria 1.038461538 1.769230769 41.30434783
LackOfInterest 1.461538462 1.730769231 15.55555556 these figures we could tell that
Self
0.8846153846 1.961538462 54.90196078 differences in categories are
Deprecation
Devaluation 0.9230769231 1.384615385 33.33333333
proportional to their differences in

subcategories. As females experience higher levels of depression, so does the frequency they experience

negative substates of depression. Though with the variousness of rates they differ, we are particularly in

wonder with two of the subcategories, these are Inertia and Self-Deprecation.

Inertia is simply lacking the energy to keep doing all the daily things we need to

(Driven_DASS_Manual.Pdf, n.d.). Looking at the given data, there are no differences in Male and Female

Grade 10 STE students on the frequency they are lacking the initiative to do things.

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 Self-Deprecation is defined as when the self is actually seen as being worthless

(Driven_DASS_Manual.Pdf, n.d.). In context, a 55% difference in frequency of experiencing negative

emotional states is big. With the data, not only do we know that there is a significant difference in how

frequent these individual gender groups experience negative emotional substate of Self-Deprecation but

also we could tell that Self-Deprecation is the lowest frequently experienced amongst Males and highest

amongst Females.

More on the other subcategories/substates of depression:

1. Anhedonia – the inability to enjoy experiences or activities that normally would be pleasurable

(Anhedonia – APA Dictionary of Psychology, n.d.).

2. Hopelessness – the feeling that one will not experience positive emotions or an improvement in one’s

condition (Hopelessness – APA Dictionary of Psychology, n.d.).

3. Dysphoria – a mood characterized by generalized discontent and agitation (Dysphoria – APA

Dictionary of Psychology, n.d.).

4. Lack Of Interest/Involvement – losing the ability to become interested or excited about anything

(Driven_DASS_Manual.Pdf, n.d.).

5. Devaluation – a distortion of the value of something, seeing it instead as worthless, completely

flawed, or not worth the effort (Driven_DASS_Manual.Pdf, n.d.).

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Figure 4.1 & 4.2~ Anxiety Gender
Anxiety Difference
is defined as an emotion
Subcategory Male Female (percentage)
AutoArouse 1.282051282 1.358974359 5.660377358
characterized by apprehension SkelMuscEffct 0.6923076923 1.5 53.84615385
SituatAnxiety 1.076923077 1.730769231 37.77777778
and somatic symptoms of tension
SubjExpAnxEf 0.5384615385 0.8269230769 34.88372093
in which an individual anticipates impending danger, catastrophe, or misfortune (Anxiety – APA

Dictionary of Psychology, n.d.). Two subcategories of Anxiety stands out, these are Autonomic-Arousal

and Subjective-Experience-Of-

Anxious –Affect.

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 With Autonomic-Arousal is characterized by persistent or recurrent signs and symptoms

mediated by the autonomic nervous system, excluding pain but including palpitation, hyperventilation, or

nausea (Colman, 2009), has a very slight difference between males and females.

On the other hand, Subjective-Experience-Of-Anxious–Affect has a very big difference

between the two genders. Subjective-Experience-Of-Anxious–Affect are various physical symptoms

related to anxiety, these are also accompanied by subjective experiences, such as feeling scared, panicked,

terrified, and so on (Driven_DASS_Manual.Pdf, n.d.).

More on the other subcategories/substates of anxiety:

1. Skeletal Musculature Effects – Increased activation of the limbic brain - in particular the HPA axis -

increases adrenaline release and sympathetic nervous system activation (Driven_DASS_Manual.Pdf,

n.d.).

2. Situational Anxiety – are related to a specific situation or experience. This may be a social situation

(social anxiety disorder), going into an elevator (phobia), or something to that effect

(Driven_DASS_Manual.Pdf, n.d.).

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 Gender Figure 5.1 & 5.2~ Stress is the
Stress Difference
Subcategory Male Female (percentage)
physiological or psychological response to
DifRelax 1.25 1.423076923 12.16216216
OverReact 1.192307692 1.596153846 25.30120482 internal or external stressors. Stress
Nervousness 1.230769231 1.730769231 28.88888889
involves changes affecting nearly every
EasUpset 1.346153846 1.846153846 27.08333333
Impatience 1.538461538 1.769230769 13.04347826 system of the body, influencing how

people feel and behave (Stress – APA Dictionary of Psychology, n.d.).

Amongst all the negative emotional subcategories/substages of depression, anxiety, and stress in

males, Impatience is has the highest level of frequency in Male Grade 10 STE students’ life. It is an

extreme form of prioritization, where anything that is not working directly towards the resolution of the

source of stress is seen as simply being in the way (Driven_DASS_Manual.Pdf, n.d.).

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 More on the other subcategories/substates of stress:

1. Nervousness – a state of restless tension and emotionality characterized by trembling, feelings of

apprehensiveness, or other signs of anxiety or fear (Nervousness – APA Dictionary of Psychology,

n.d.).

2. Easily Upset/Agitated - a lot of pressure can result in someone being ‘tightly wound’, meaning they

can easily become upset, angry, or agitated by small things (Driven_DASS_Manual.Pdf, n.d.).

3. Irritability/Over-Reactivity – a state of excessive, easily provoked anger, annoyance, or impatience

(Irritability – APA Dictionary of Psychology, n.d.).

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 CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY

To summarize all discussions stated above, here is a list of notable insights and data of The

Negative Emotional States of Depression, Anxiety, and Stress on Male and Female Grade 10 STE

Students during Covid-19 Pandemic:

 Males’ Negative Emotional States of Depression, Anxiety, and Stress:

 Most Intense Male Negative Emotional State: Severe Anxiety

 Top Three Most Frequent Male Negative Emotional Subcategory/Substate:

1. Impatience : 1.538461538

2. Lack Of Interest : 1.461538462

3. Hopelessness : 1.423076923

 Least Frequent Male Negative Emotional Subcategory/Substate: Skeletal Musculature Effects

 Females’ Negative Emotional States of Depression, Anxiety, and Stress:

 Most Intense Female Negative Emotional State: Extreme Anxiety

 Top Three Most Frequent Female Negative Emotional Subcategory/Substate:

1. Self-Deprecation : 1.961538462

2. Easily Upset : 1.846153846

3. Hopelessness : 1.807692308

 Least Frequent Female Negative Emotional Subcategory/Substate: Skeletal Musculature Effects

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 Males and Females’ Negative Emotional States of Depression, Anxiety, and Stress:

 Subcategory/Substate With Highest Difference Percentage Between Genders:

 Self-Deprecation - 54.90196078

 Males - 0.8846153846

 Females - 1.961538462

 Subcategory/Substate With Lowest Difference Percentage Between Genders:

 Inertia - 0

 Males - 1.384615385

 Females - 1.384615385

CONCLUSIONS

There is a significant difference between the Negative Emotional States of Depression, Anxiety,

and Stress on Male and Female Grade 10 STE Students during Covid-19 Pandemic. Females are more

prone to higher intensity of negative emotional states than males. There is an extent of Negative

Emotional States of Depression, Anxiety, and Stress on Male and Female Grade 10 STE Students during

Covid-19 Pandemic.

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RECCOMENDATIONS

Here are tips and advices the student researchers would recommend to future student researchers:

 Acquire responses as soon as possible and collaborate with your research adviser for a more

synchronous administration of the survey questionnaire.

 Be SMART (Specific, Measurable, Attainable, Realistic/Relevant and Time Bound) when doing your

research. This would greatly speed up the progress on idealizing your research project.

 Always update your research adviser on changes and progress you/your group have made with your

research. He/She has tons of work to do, but they will be relieved to know about the progress of your

research project.

 For researchers who uses published professional survey questionnaires, do not hesitate to inquire the

author about his/her survey questionnaire. They will greatly appreciate your time, effort, and interest

on their survey questionnaire.

 As a student researcher you will greatly rely on publicated literatures, so do not forget to cite all

statements on your paper that come from online sources.

 On local/national social science-related research such as this, pick literatures from places that has

similar cultures because most of the time: Culture influences psychological processes (Lehman et al.,

2004).

 Always keep your citations as near as possible to the statement it is reffering to and far away from the

it is not referring to.

 Stick to your problems. The main purpose of your study is to answer the problems you stated on your

paper. This will give you a direction to where you are headed to and will help you fill in the blanks

for available spaces on your paper.

 Lastly, make your research meaningful. Your adding up information to the mountain of scientific

discoveries that will soon help someone for something at sometime.

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