CHAPTER I

Backgorund of the study

According to American Psychiatric Association, depression is a common and a serious

medical illness that negatively affects the way you think and how you act. Depression causes

feelings of sadness and or loss of interest in activities once enjoyed. Depression is dominant

among senior high school students and its effects on their daily life. Students’ academic

performance which every student should perform in all features has become an important goal of

a certain individual, a student rather specially in his educational process. Student’s personality,

education, motivation, mental health, and training also affect academic performance. There are

negative effects on students of depression, and depressed students exposed lower average point

and spend minimum time on homework and other school activities.

Depression can be a hindrance to every aspect of a person’s life, especially one’s

academic performance. According to the Centre for Addiction and Mental Health (2012), clinical

depression is defined as a mood disorder caused by many factors, including genetic

predisposition, personality, stress, and brain chemistry. A few common symptoms of depression

are changes in appetite and weight, sleep problems, loss of interest, withdrawal from family and

friends, irritability, fatigue, trouble concentrating, and suicidal thoughts.

As mental health issues among university students increase, more research is being

conducted to determine how dealing with poor mental health impacts academic performance.

Hysenbegasi, Hass, and Rowland (2005) conducted a study to determine the relationship

between depression and academic performance. In this study, there were two groups: the control

group, and students with depression. The control group had no diagnosis of depression, and no
self-report of at least three symptoms of depression while the students with depression were

diagnosed at the on-campus Health Centre. For the purpose of this study, academic performance

was measured by a student’s GPA. Students completed a survey that asked them about their

employment status, and whether their mental health impacted their ability to attend class, study,

and complete assignments. The results of this study indicated that a diagnosis of depression was

associated with a lower GPA of 0.49, which is equivalent to half a letter grade. In addition,

depressed students reported missing more class, tests and assignments compared to the control

group. They also dropped more courses and missed more social events. The results of this study

have important implications that highlight the need for better quality mental health support for

university students. However, this study should be taken with a grain of salt. The data was

collected from only one university, therefore the data might not be representative of the larger

population. More research needs to be done in order to conclude that depression causes poor

academic performance because both are interconnected and influence each other. It would also

be important to identify any gender and race differences that may exist. Nevertheless, it’s evident

that there needs to be an improvement in mental services and resources for university students.

Easily accessible mental health services and educating students about the benefits of seeking

interventions may encourage students to seek help if they need it.

The researchers would like to find the connection between depression and academic

performance. (gap in the study)find the study in the internet

Theoretical Framework

This chapter presents related literatures which are reviewed by the researchers to gain

insights conduct of in the the study.

 Depression is a mood disorder which prevents individuals from leading a normal life, at

work socially or within their family. Seligman (1973) referred to depression as the ‘common

cold’ of psychiatry because of its frequency of diagnosis. Depending on how data are gathered

and how diagnoses are made, as many as 27% of some population groups may be suffering from

depression at any one time (NIMH, 2001; data for older adults).

Behaviorist Theory

Behaviorism emphasizes the importance of the environment in shaping behavior. The

focus is on observable behavior and the conditions through which individuals' learn behavior,

namely classical conditioning, operant conditioning and social learning theory. Therefore

depression is the result of a person's interaction with their environment.

For example, classical conditioning proposes depression is learned through associating certain

stimuli with negative emotional states. Social learning theory states behavior is learned through

observation, imitation and reinforcement.

Depressed people usually become much less socially active. In addition depression can

also be caused through inadvertent reinforcement of depressed behavior by others.

For example, when a loved one is lost, an important source of positive reinforcement has lost as

well. This leads to inactivity. The main source of reinforcement is now the sympathy and

attention of friends and relatives. However this tends to reinforce maladaptive behavior i.e.

weeping, complaining, talking of suicide. This eventually alienates even close friends leading to

even less reinforcement, increasing social isolation and unhappiness. In other words depression

is a vicious cycle in which the person is driven further and further down.
 Also if the person lacks social skills or has a very rigid personality structure they may

find it difficult to make the adjustments needed to look for new and alternative sources of

reinforcement (Lewinsohn, 1974). So they get locked into a negative downward spiral.

Beck's (1967) Theory (Specify Becks theory)

One major cognitive theorist is Aaron Beck. He studied people suffering from depression and

found that they appraised events in a negative way. Beck (1967) identified three mechanisms that

he thought were responsible for depression:

The cognitive triad (of negative automatic thinking)

Negative self schemas

Errors in Logic (i.e. faulty information processing)

The cognitive triad are three forms of negative (i.e. helpless and critical) thinking that are

typical of individuals with depression: namely negative thoughts about the self, the world and the

future. These thoughts tended to be automatic in depressed people as they occurred

spontaneously.

For example, depressed individuals tend to view themselves as helpless, worthless, and

inadequate. They interpret events in the world in a unrealistically negative and defeatist way, and

they see the world as posing obstacles that can’t be handled. Finally, they see the future as totally

hopeless because their worthlessness will prevent their situation improving.

Beck's cognitive triad

 As these three components interact, they interfere with normal cognitive processing,

leading to impairments in perception, memory and problem solving with the person becoming

obsessed with negative thoughts.

Conceptual Framework

The research paradigm which will be used in the study is presented below:

Independent variable Dependent variable

Quizzes
Recitation
Depression
Assignments
Attendance

Figure 1:

As shown in the research paradigm, the student’s academic performance is a function of

independent variable such as loneliness, broken relationship, family problem, and bullying. The

intervening variables are the Effects of Depression on student’s Academic Performance. The

intervening variable to be used to explain relationships between observed variables such as,

independent and dependent variables in empirical research. Dependent variables are the students’

academic performance such as quizzes, recitation, assignments and attendance. From the

conceptual framework, the study will be aimed at determining the effect of selected variables

namely, loneliness, broken relationship, family problem, school requirements on student’s

academic performance.
Statement of the Problem

This research investigates the Effects of Depression to the Grade 11 students of the

Divine Word of Vigan in their academic performance.

Specifically, it sought answers to the following questions:

1. What are the levels of depression in terms of:
a. Loneliness
b. Broken Relationship
c. Family Problem
d. School Requirements
e. Bullying
2. What are the effect of depression in terms of?
a. Quizzes
b. Recitation
c. Assignment
d. Attendance
3. What are the coping up mechanism of students in terms of:
a. Counselling
b. Recreation
c. Communicating with friends
Hypothesis

This study will be guided with the following hypothesis:

 Is depression has a high impact affecting the student’s academic performance?

Importance of the Study

 The study is aiming to determine the effects of depression on students’ academic

performance of the Senior High School students. The benefits to be derived from the results of

the study are the following:

 Senior High School students. This study could help them in the improvement of their

academic performance as well as how are they going to cope with depression.

 Researchers. This study could serve as their guide if they’re also suffering from

depression.

 Administrators and Teachers. This study will help them organize programs to help

students who are suffering from depression.

Scope and Delimitation

The scope of this research will be focused on the Effects of Depression on students’

Academic Performance and the coping mechanism of the Grade 11 Senior High school

students of the Divine Word College of Vigan. This study will not focus on the cause of

depression.

A total of one hundred fifty-four (154) will be taken as respondents. The researchers will

use the descriptive and no correlational research design to determine the effects of depression

on students’ academic performance.

Definition of Terms

Academic Performance- refers to the level of schooling you have successfully completed and the

ability to attain success in your studies

Loneliness- sad from being apart from other people

Bullying-to frightens, hurt or threaten

Counseling-to listens and gives support or advice to someone

Recreation-something people do to relax or have fun

 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies after the thorough and in-depth

search done by the researchers.

Related Studies

Depression is one of the most prevalent problems in the mental health of students at

different educational levels, such as high school, college and university (Arslan, G., Ayranci, U.,

Unsal, A. & Arslantas, D. (2009). Previous studies have proposed that psychological morbidity,

particularly depression, is a common disorder among students (Adewuya, A. O., Ola, B. A.,

Aloba, O. O., Mapayi, B. M., & Oginni, O. O. (2006). Studies of psychological problems

encountered by counselling centres revealed that depression was one of the five most common

problems among college students. They highlighted that depression accounted for 39% of

problems, a higher rate than anxiety, problems with romantic relationships, and the self-esteem

of students across different settings (Erdur-Baker, Aberson, Borrow & Draper, 2006; Green,

Lowry & Kopta, 2003). Other studies in this area have also found that the symptoms of

depression range from 27% and over, among students and these symptoms represent the most

common problems encountered by university counselling centres (Mobley, A.K., 2008).

Although the prevalence of depression in the student population compared to the general

population has not been well researched. A number of studies have looked at the rate of

depression among particular groups of students. A systematic review of published studies, from

January 1980 to May 2005 about the rate of depression in Canadian and US medical students,

reported higher levels of depression in the student population compared to the general population
(Dyrbye, L. N., Thomas, M. R. & Shanafelt, T. D., 2006). A Nigerian study by Adewuya, A. O.,

Ola, B. A., Aloba, O. O., Mapayi, B. M., & Oginni, O. O. (2006), about the prevalence of

depression among university students, found the rate of depression among Nigerian students was

only 2.7%. This is much lower compared to the rate of depression among Nigerian outpatients

visiting general clinics (25%), or compared to an older population sample (over 60 years)

(18.3%) in western Nigeria (Uwakwe, 2000). Another study by Rosal, M. C., Ockene, I. S.,

Ockene, J. K., Barrett, S. V., Ma, Y. & Hebert, J. R. (1997), stated that the level of depression in

the general population was approximately the same as medical students at the University of

Massachusetts. Additionally, a recent study on depression in Chinese university students by

Chen and his colleagues (2013) concluded that the prevalence of depression was similar to that

of the non-student population in the Chinese city of Harbin. Over recent decades, a large number

of studies have been conducted on the rate of depression in medical students (Dyrbye, L. N.,

Thomas, M. R. & Shanafelt, T. D. 2006). Recent studies by Sidana, S., Kishore, J., Ghosh, V.,

Gulati, D., Jiloha, R. C., & Anand, T. (2012); Dahlin, M., Joneborg, N., & Runeson, B. (2005);

Dyrbye, L. N., Thomas, M. R., & Shanafelt, T. D.(2006) ,have reported that the rate of

depression in medical students is higher than that of the general population. In the literature it

can be clearly seen that medical students, as subjects, cover most of the studies about the

prevalence of student depression. Studies highlight that the rate of depression in medical

students shows a higher score relative to students of other degrees (Yusoff, M. S. B., Abdul

Rahim, A. F., Baba, A. A., Ismail, S. B., Mat Pa, M. N. & Esa, A.R. (2013). Studies about the

prevalence of psychological distress among medical students indicated that the rate of depression

students at different medical institutions in different countries ranges between 7% and 26%

(Sidana, S., Kishore, J., Ghosh, V., Gulati, D., Jiloha, R. C., & Anand, T., 2012), whereas at 39%
among Indian medical students it is a serious problem for students in India (Vaidya &

Mulgaonkar, 2012, cited in Sidana, S., Kishore, J., Ghosh, V., Gulati, D., Jiloha, R. C., & Anand,

T. (2012). A study in the United Kingdom reported that approximately one-third of medical

students (first-year) have mental health problems of depression and anxiety (Guthrie et al., 1995

cited in Dyrbye, Thomas & Shanafelt, 2005). Other studies have mentioned that 12% of medical

students in the United Students have serious symptoms of depression measured by DSM III

standard (Zoccolillo, Murphy & Wetzel, 1986). A number of studies have shown that symptoms

of depression affect students’ performance and achievement at university, college and school

(Stark & Brookman, 1994, cited in Shamsuddin, K., Fadzil, F., Ismail, W. S. W., Shah, S. A.,

Omar, K., Muhammad, N. A., & Mahadevan, R. (2013). Findings in this area indicate that

academic tasks cause a high risk of mental health problems, especially depression in students

(Ibrahim, A. K., Kelly, S. J., Adams, C. E. & Glazebrook, C. (2013); Sharif, A. R., Ghazi-

Tabatabaei, M., Hejazi, E., Askarabad, M. H., & Dehshiri, G. R. (2011).

Depression has a significant impact on academic performance, academic satisfaction and

academic achievement (Arslan, Ayranci, Unsal, & Arslantas, 2009). A study by Wechsler, Lee

Kuo, & Lee,in (2000) reported that students with symptoms of depression achieve lower grades

and are less active in the classroom relative to students who do not have these symptoms. The

findings show that depression is a serious problem that requires psychological support for the

majority of students. So far, however, few investigations have been conducted on the recent

findings of depression among students. This paper reviews recent findings on the prevalence of

depression among students, and factors associated with students’ depression. A related aim is to

identify whether the prevalence of depression among students is higher than that of the general

population. The paper will also look at common causes, serious consequences and the
methodology of depression among students. Finally, findings will be discussed together with

suggestions for effective prevention and further studies.

Depressed students also have many difficulties in academic tasks at university (Khawaja

& Bryden, 2006). In qualitative research by Anderson (2003), students mentioned that

depression is one of the main causes of their academic problems, including academic

performance. Overall, studies in this area reported a negative relationship between academic

achievement or performance and depression. It is obvious that during their academic life,

students have many goals, obligations and expectations for the future. If some students fail to

achieve their goals, meet expectations or responsibilities, they are at a higher risk of suffering

from depression and other psychological and mental problems (Patchett, 2005, cited in Ceyhan,

A. A., Ceyhan, E., & Kurtyılmaz, Y., 2009). For this reason it is assumed that poor academic

success or performance is one of the main causes of depression among students (Baker & Siryk,

1984). However, it is not easy to decide if depression is a consequence of a low level of

academic achievement or vice versa. Depression can have a negative impact on cognitive

functioning and this can impact negatively on academic performance or achievement (Turner,

Thompson, Huber & Arif, 2012). Association between depression and academic performance has

been investigated by many researchers. Depression can also affect student's academic

performance in college. There are negative effects of depression on student success. Student

success is negatively related with depression. Depressed students usually spend less time on

homework and achieve lower grade point averages. They don’t have distinct dimensions because

Negative and positive affect are interrelated. A nationwide survey conducted by American

College Health Association on college students in 2011 at two and four year institutions and it

concluded that almost 30 percent college students found to be depressed even it is difficult to
perform function. University Counseling Center survey, completed in 2006, 91.6% respondents

was observed and investigated that an increase number of students experiencing psychological

problems in the recent years. In American Universities Depression is a topic of major concern, so

for enabling them to be successful in their college careers” health and counseling centers for

students, are implementing by many institutions. According to Heiligenstein and Guenther

(1996) increased risk for academic harm can be display by college students having moderate

levels of depression.

A Turkish study found that depressed students have a poorer academic performance

compared to students who do not report symptoms of depression (Bostanci, M., Ozdel, O.,

Oguzhanoglu, N. K., Ozdel, L., Ergin, A., Ergin, N. & Karadag, F., 2005). According to Owens,

Stevenson, Hadwin and Norgate (2012), on anxiety and depression on academic performance

among students in the UK, found that depression has a negative relationship with academic

performance. They investigated that a higher level of depression was associated with poorer

academic performance. Another study about the impact of depression on academic performance

among undergraduate students mentioned that depression has a strong and a negative relationship

with academic performance. This robust and risky relationship includes a number of negative

consequences for students (Hysenbegasi, A., Hass, S. L., & Rowland, C. R. (2005). Similarly, a

recent study by Ceyhan, A. A., Ceyhan, E. & Kurtyılmaz, Y., (2009) on depression in university

students, found that students who have a poor academic achievement demonstrated considerably

greater depressive symptoms compared to students who indicated a high level of academic

achievement. It also should be considered that students’ depression is a serious risk to academic

impairment, which continues and is increased by depression during academic life (Heiligenstien
& Guenther, 1996). Another notable consequence of depression is that students who display a

depressed mood are likely to lose academic motivation and academic activity.
 Chapter III

METHODOLOGY

This section presents an overview of the methods to be used in the study. Areas covered

include the research design, population, sample and sampling techniques, data collection and

analysis.

Research design

This study will utilize the descriptive research method. According to Key (1997) as

mentioned by Tica (2014), descriptive research is used to obtain information concerning the

current statues of the phenomena to describe “what exist” with respect to variables or condition.

This method was used because the researchers believe that this is the most fitting design to

gather information related to the study. The principal aim of this is to determine the effect of

depression on student’s academic performance and to determine the significant relationship of

the variables.

Duration and Locale

This study will be conducted in the Senior High School department of Divine Word College of

Vigan.
Respondents

Table 1

Distribution of Population

Strand Total number of respondents

STEM 30

ABM 14

HUMSS 25

GAS A 23

GAS B 20

HE 26

ICT 16

Population. The respondents of the study were composed of the total 154

students from the Grade 11 Senior High School of divine Word College of Vigan.

Materials and Procedures

Statistical Treatment of Data

The following statistical measures were used in the treatment of data.

1. Mean was utilized to determine the level of the factors affecting the student’s academic

performance.
2. Multiple Linear Regression to determine the effects of depression on student’s academic

performance.