Title of the paper: Family and Academic Stress and Their Impact on Students' Depression

Level and Academic Performance.

Authors: Deng, Cherian, Khan, Kumari, Sial, Comite, Gavurova, and Popp.
Journal: Frontiers in Psychiatry.
Date of Publication: June 2022

Introduction
The paper addresses the impact of family and academic stress on students' depression
level and academic performance. The central question of the paper is how stress affects students'
mental health and academic outcomes.
Moreover, the research question is framed in the introduction by highlighting the
prevalence of stress and depression among university students and the negative impact it has on
their academic performance. The authors then pose the question of how family and academic
stress contribute to depression and academic outcomes among students. They also discuss the
need for further research in this area to better understand the relationship between stress and
depression among students.

Methodology
The overall research design is a quantitative cross-sectional study. The researchers
collected data from undergraduate and postgraduate students from the management sciences,
engineering, and computer science departments using a non-probability sampling technique.
They distributed a questionnaire based on a five-point Likert scale to gather data on family and
academic stress, depression, and academic performance. The study analyzed the data using
descriptive and inferential statistics to examine the relationship between stress, depression, and
academic outcomes among students.
The authors chose the said research design because it allowed them to collect data at a
single point in time and examine the relationship between stress, depression, and academic
outcomes among students. They also used a non-probability sampling technique because it was
more convenient and cost-effective than probability sampling techniques. However, the authors
acknowledge that cross-sectional studies have limitations in establishing cause-and-effect
relationships and that future research should use longitudinal designs to better understand the
relationship between stress, depression, and academic outcomes among students.
In addition, the data was collected using a questionnaire that was distributed to
undergraduate and postgraduate students from the management sciences, engineering, and
computer science departments. The questionnaire was based on a five-point Likert scale and
included items related to family and academic stress, depression, and academic performance. The
researchers used a non-probability sampling technique to gather data from February 2020 to May
2020. The total questionnaires distributed among students were 220, and 186 responses were
useful. Of which 119 respondents were females, 66 males, and 1 preferred not to disclose.
Regarding the appropriateness of the data collection method, the authors used a
questionnaire based on a five-point Likert scale to gather data on family and academic stress,
depression, and academic performance. While this method is commonly used in research studies,
it has some limitations, such as the potential for response bias and the inability to gather in-depth
information. However, the authors acknowledge these limitations and suggest that future
research should use a longitudinal design to better understand the relationship between stress,
depression, and academic outcomes among students. Thus, the data collection method was
appropriate for the research question, given the limitations and constraints of the study.
In terms of the statistical or analytical methods employed, the authors used the Structural
Equation Modeling (SEM) technique to determine the correlation between stress, depression, and
academic performance. SEM is a statistical method that allows researchers to test complex
relationships between variables and to examine the direct and indirect effects of multiple
variables on an outcome. The authors used SEM to test the hypothesized relationships between
family and academic stress, depression, and academic performance. They also used descriptive
statistics, such as means and standard deviations, to summarize the data and to examine the
distribution of the variables. Overall, the authors used appropriate statistical and analytical
methods to test their hypotheses and to examine the relationships between the variables of
interest.
The authors used the Structural Equation Modeling (SEM) technique, which is
appropriate for the research design. SEM is a statistical method that allows researchers to test
complex relationships between variables and to examine the direct and indirect effects of
multiple variables on an outcome. In this study, the authors aimed to examine the relationship
between family and academic stress, depression, and academic performance among
undergraduate and postgraduate students. SEM allowed them to test their hypotheses and to
examine the relationships between the variables of interest. Therefore, the use of SEM aligns
with the research design and the research questions posed by the authors.

Results
The main results presented in the paper are:
1. The study found a significant positive correlation between family stress and depression among
students.
2. The study also found a significant negative correlation between academic stress and academic
performance among students.
3. The study found that depression mediates the relationship between family stress and academic
performance, as well as between academic stress and academic performance.
4. The study suggests that interventions aimed at reducing family and academic stress may
improve students' mental health and academic performance.
These results of the study provide evidence that family and academic stress are
significantly correlated with depression and academic performance among students. The study
found that family stress is positively correlated with depression, while academic stress is
negatively correlated with academic performance. Additionally, the study found that depression
mediates the relationship between family stress and academic performance, as well as between
academic stress and academic performance. These findings suggest that interventions aimed at
reducing stress and improving mental health among students may improve their academic
performance. Hence, the results of the study provide valuable insights into the impact of stress
on students' mental health and academic outcomes, which can inform the development of
effective interventions to support students' well-being and academic success.
Furthermore, the study harnessed tables to display data orderly. Through tables, the
readers would be able to understand data concisely and precisely without much time
consumption.

Discussion
The authors interpret the results of the study by highlighting the significant positive
correlation between family stress and depression among students, as well as the significant
negative correlation between academic stress and academic performance. They also emphasize
the mediating role of depression in the relationship between stress and academic performance.
The authors suggest that these findings have important practical implications for academic
institutions, as they highlight the need for interventions aimed at reducing stress and improving
mental health among students. The authors conclude that the study provides valuable insights
into the impact of stress on students' mental health and academic outcomes, and that it can
inform the development of effective interventions to support students' well-being and academic
success.
Also, in the discussion section, the authors connect their findings to the existing literature
in the field by highlighting the similarities and differences between their results and those of
previous studies. They note that their findings are consistent with previous research that has
shown a positive correlation between stress and depression among students. However, they also
note that their study adds to the existing literature by examining the impact of stress from family
and academic perspectives, which has been largely ignored in previous studies. The authors also
discuss the implications of their findings for future research and practice, highlighting the need
for interventions aimed at reducing stress and improving mental health among students.
Meanwhile, in the introduction section, the authors highlight the gaps in the existing
literature on the role of family and academic stress in students' depression levels and academic
performance. They note that while previous studies have investigated the relationship between
stress and depression among students, few have examined the impact of stress from family and
academic perspectives. Additionally, the authors note that previous studies conducted in the
Pakistani context are scarce, and that there is a need for more research in this area. The authors
also highlight the limitations of previous studies, such as their failure to consider the cultural
context and the mediating role of depression in the relationship between stress and academic
performance.

Conclusion
The authors conclude that family and academic stress are key sources of depression and
anxiety among students, which can lead to low academic grades and overall performance. They
also found that depression mediates the relationship between stress and academic performance.
The study highlights the need for interventions aimed at reducing stress and improving mental
health among students. The authors suggest that future research should focus on longitudinal
studies to establish a cause-and-effect link between stress and academic performance.
These are aligned with the research questions and findings. The study provides evidence
that family and academic stress are important factors that contribute to students' mental health
and academic outcomes. The authors suggest that interventions aimed at reducing stress and
improving mental health among students can have a positive impact on their academic
performance. The study highlights the need for further research in this area, particularly
longitudinal studies that can establish a cause-and-effect link between stress and academic
performance.

Limitations
The authors mention several limitations of their study. Firstly, the study is cross-sectional
in nature, which means that it cannot establish significant cause-and-effect relationships.
Secondly, the sample size of the study is relatively small, which limits the generalizability and
statistical power of the findings. Thirdly, the study was conducted in a specific region of
Pakistan, and the findings may not be applicable to other regions or countries. Finally, the study
did not consider the cultural context, which may have influenced the results. Despite these
limitations, the study provides valuable insights into the impact of stress on students' mental
health and academic outcomes and can inform the development of effective interventions to
support students' well-being and academic success.
The limitations mentioned by the authors may impact the validity of the results to some
extent. For example, the cross-sectional nature of the study means that it cannot establish a
cause-and-effect relationship between stress and depression. The small sample size may also
limit the generalizability of the findings to other populations. Additionally, the study was
conducted in a specific region of Pakistan, and the findings may not be applicable to other
regions or countries. More so, the study did not consider the cultural context, which may have
influenced the results.
Reference
The key references cited in the paper include:
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effect of knowledge management. J Clean Prod. (2020) 244:118806.
- Halonen J, Hakko H, Riala K, Riipinen P. Familial risk factors in relation to recurrent
depression among former adolescent psychiatric inpatients. Child Psychiatry Hum Dev. (2021)
53:1−11.
- Sparks JA, Malspeis S, Hahn J, Wang J, Roberts AL, Kubzansky LD, et al. Depression and
subsequent risk for incident rheumatoid arthritis among women. Arthritis Care Res. (2021)
73:78–89.
- Ahsan MU, Nasir M, Abbas J. Examining the causes of plastic bags usages and public
perception about its effects on the natural environment. Int J Acad Res Bus Soc Sci. (2020)
10:80–96.
- Abbas J, Dogan E. The impacts of organizational green culture and corporate social
responsibility on employees' responsible behaviour towards the society. Environ Sci Pollut Res.
(2022) 1-11.
- Jules MA, Maynard D-MB, Lowe G, Lipps G, Gibson RC. A psycho-social analysis of
depression, anxiety and student engagement: effects of parenting practices. Clin Child Psychol
Psychiatry. (2021) 26:110–20.

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Future Directions
For future researchers in this area of study, the following suggestions can be provided:
1. Expand the research scope: Researchers can widen their region and gather data from other
cities or regions to ensure a more diverse and representative sample. This will help in
generalizing the findings to a larger population.
2. Longitudinal research: Conducting longitudinal studies can provide more robust and
conclusive evidence regarding the causal relationships between stress, depression, and academic
learning outcomes. Longitudinal research allows for the examination of changes over time and
can provide insights into the long-term effects of stress and depression on students' academic
performance.

3. Comparative studies: Comparing different educational systems, institutions, or student

populations can help identify variations in the prevalence and impact of stress and depression.
This can contribute to a better understanding of the contextual factors that influence students'
mental health and academic outcomes.
4. Intervention studies: Future research can focus on evaluating the effectiveness of various
interventions aimed at reducing stress and depression among college students. This can include
exploring the impact of counseling services, stress management programs, mindfulness training,
or other interventions on students' mental well-being and academic performance.
5. Inclusion of qualitative methods: While quantitative studies provide valuable insights,
incorporating qualitative methods such as interviews or focus groups can offer a deeper
understanding of students' experiences, perceptions, and coping strategies related to stress and
depression. This can provide rich and nuanced data to complement quantitative findings.
6. Collaboration with stakeholders: Collaborating with educational institutions, policymakers,
and mental health professionals can help ensure the relevance and applicability of research
findings. Involving these stakeholders in the research process can facilitate the implementation
of evidence-based interventions and policies to support students' mental health.
SOURCES:
- Page 10: "Practical Implications" section
- Page 13: "Limitations and Future Research" section

Personal Reflection
Additional Notes
Overall Impression