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Depression is a medical illness with many symptoms, including physical ones. A small
level of sadness is normal, but severe anxiety can be a serious problem that causes depression to
each and every one. Academic problem can become more detrimental over time. As a student’s
academic performance suffers, the anxiety level related to certain academic tasks increases. Most
teachers will have students with social anxiety and/or academic anxiety. Social anxiety can also
affect a student’s academic performance. If a student has social anxiety, the student might not be
able to complete group tasks or might not feel comfortable asking for help in class.
Approximately, 18 million people in the world (about 15 percent of all adults) suffers from
depression in any given year. “Depression is a problem in school that extends much further in the
future”. It affects the students, the family, and the community. As such, this problem creates a lot
of negative condition and disadvantages on the part of the student’s performance especially in
their future career. It takes time to combined efforts of a school, family, the community, and the
depressed students to work together to find solution in this problem. For children aged 16-20,
there is an increasing degree of seriousness about life. Another possible causes for an individual
to have different emotional instability such as anger management which involves a range of
skills that can help with recognizing the signs of depression of handling triggers in a positive
way.
Background of the Study
The researcher conducted this study to enlighten students of what are the effects of
depression in student’s performance. Many students suffer from sadness when facing difficult
academic tasks. Some students are very difficult to formally or informally assess because of
depression. Not all teachers understand the signs of depression and the effects on their students.
If teachers can recognize the signs, they can help the students cope with academic problem
because all students are different. Understanding multiple methods for coping with depression
can be beneficial for more students. And it is no shame to feel depressed, because it is an
This study aimed to look into and analyze how depression affects the performance of
This study will be helpful to address the common problem of depression to student’s
Teacher- They will have an input on the major problems about the personal causes of low
performances as well the relationship with students for the improvement of their performance in
school.
Parents- They will be more aware about the situation that causes depression that affects
Community- They will be also informed about the situation and as a result, they can guide the
person who experienced depression to overcome the problem that affects his/her academic
performance.
Future Researchers- This study will be beneficial to the future researchers as a basis that can
be use in their future research about how depression affects student’s performance.
Students- This study serves as a future reference regarding depression and behaviors of an
individual it may helps the students to understand what are things that may affect their
lives.
School Guidance Councilor- To provide further updated informations about the study
specially, this study can be a background that they can use to monitor their students in
The researchers expect that there will be positive connection between depression and
student’s academic performance. And there will be better understanding and knowledge on how
students will manage depression and give importance to their academic performance.
This study focuses on the effects of depression in the performance of students in STI
Pasay. By their strategy, the researchers will be able to know how depression affects the
Definition of Terms
To provide a better understanding of this research, The following terms are defined:
Depression- the feeling of extreme sadness of the students of STI Pasay. It is characterized by
feeling of inadequacy, lowered activity, and pessimism about the future. The person is uncaring
academic anxiety feel apprehensive over academic tasks. Students can feel anxiety related to
Performance- the action or process that STI Pasay students accomplish a task or function
Anger Management- involves a range of skills that can help the STI Pasay students to recognize
the sign of anger and handling triggers in a positive way. It requires a person to identify anger at
an early stage and to express their needs while remaining calm and in control.
Academic- Is used to describe work, or a school, college, or university, that places emphasis on
This chapter presents relevant information to shed light on the situation of students with
information and finding were taken from foreign sources. Local findings provide minimal insight
in expounding the concept of student’s depression. The researchers included some literature of
adult depression, since depression among children and adulthood are the same but differ in
duration.
Foreign Literature
Shamoo and Patros pointed out two views of depression. The first view is that depression does
occur in childhood and that children’s and adult’s depression are alike. They suggested that there
is actual sadness within the depressed children, just as in the depressed adults. This view also
suggests that depressed students experience low self-esteem, irritability, weepiness, poor school
aggressiveness and they experience a long period of depression. Students are seen as reacting to
their environment thus any depressive feelings and reactions are only temporary intellectual,
emotional, and social development at different ages may make the signs of depression different
in teenagers than adults. They added that it is difficult to determine whether depression in
children and adolescents is temporary, how long it will last, or whether the depressed child will
Their second view of depression also suggests that depression may not be expressed directly by
students, but is “masked” instead and reflected in behaviors not associated with depression.
Masked depression can be expressed as boredom, restlessness, and fatigue problem with
concentration and behaviors, and complaints of illness. From this point of view, many acting out
behaviors or conduct problems may be signs of depression. This problem may be shown in
various ways, such as difficulty with authority, alcohol, drug abuse, and sexual escapades.
Moreover, some students who have masked depression will develop learning and attention
problems after having done well in school. These problems are like those found in person who
are labeled as having specific learning like disability or an attention deficient disorder. They lose
the ability to concentrate and pay attention, and they may suffer from hyperactivity, distraction,
and academic performance. An important indicator is the age and grade level at which the
diagnosis is made. Kashani mentioned seven clinical manifestations of depression among school
age children:
1.Dysphoric Mood. Depression affect express themselves in morbid fantasies. Depressive themes
such as “blame or criticism, loss and abandonment, personal injury, death and suicide”
predominate in person’s play, dreams, and daydreams. These depressive themes play a
significant role in the development and sustenance of depression. In some students, they are the
only evidence of depression, as outward appearance and behavior may not be affected.
2.Cognitive Development and School Performance. Disturbances in academic performance and
peer relationships in school are some of the earliest signs of depression in the school. Loss of
interest, lack of motivation, and decline in cognitive functioning all directly affect school
performance. The most newly-acquired or the weakest academic area is the most vulnerable.
tension, clumsiness, and accident proneness are common. Some students, because of their
temperament, they show hyperactive behavior or aggressive and disruptive behavior in school.
4.Guilt. With the further development of the super-ego and the cognitive development of
morality, the depressed student becomes extremely self-critical. The person feels guilty about
everything he or she says, does or thinks about. The student may apologize over without relief or
become over solicitous, ingratiating, and “too kind” to others (the defense of reaction formation).
Because of low self-esteem and praise. But at the same time, undue reassurance and praise
reinforce their guilt feelings and become ineffective. Judicious support and praise, properly
5. Expression of Hostility and Aggression. Because of over inhibition, over control, and hypo-
motility, aggressive impulses and hostile feelings are repressed. The depressed person
unconsciously turns these aggressive and destructive feelings against the self. Overwhelming
pathological process. The more the person is able to directly express aggressive and hostile
feelings, either verbally or through play, the better the hope for recovery. Encouragement of
physical activities and body motility channels aggressive tendencies in sublimated and affective
manner.
believed that suicide attempts or actual suicides are due to depressive experience.
association. Industry and enthusiasm for the development of skills may be replaced by feelings
of inferiority and self-doubt. Ambivalence (love and hate feelings) may predominate in the
student’s relationship in their parents. Because of the person’s ability to experience guilt more
intensely, ambivalence constantly torments the person and interface with functioning.,
Fialcov, and kasdin used social skills interventions to decrease depressive symptoms in a sixteen-
year-old boy who was diagnosed with major depressive disorder. The main goal of treatment was
to increase the quality of the child’s communication competence. Behaviors targeted for the
improvement included slouching, poor eye contact, mumbling, unresponsiveness, and bland
Colleagues identified some cognitive behavioral interventions such as role plays of problems
activities. Students who experienced the interventions showed significant improvements in their
depressive symptoms.
The association proposed a treatment or intervention for depressed students addressed to parents
and school personnel. This is called a family and school- based interventions. Because depressed
student tend to have depressed and/or highly stressed parents, parental involvement in treatment
is crucial.
Puig-antich mentioned that depressed students may experience many different types of
difficulties with peers. Their ability to concentrate and to participate in active learning maybe
markedly impaired. Thus, He proved that social skills interventions are necessary to improve
peer relationships and that in general, school- based interventions are important.
According to dr. tiffany field, professor of pediatrics, psychology, psychiatry in the university of
Miami medical school, “a child has to learn to deal with separation. Most will get better after it
In addition, He proposed that parents must recognize that depression is normal, and for the
majority of people, a Fleeting Condition. He also mentioned that other cause of depression
among people are the arrival of a family, problems making friends, and a heartfelt
disappointment. Field gave suggestions to parents on how to head off mild, temporary
depression. These are the following: 1) Parents must try to maintain a stable home environment.
2) Parents need to be open to their child’s need to talk; encourage conversation when your
child’s behavior seems out of kilter form more than a day or two; 3) Parents must seek
compatible child care; 4) Parents need to postpone major changes; an example is when moving
to a new town or changing classroom until the end of the school year.
Michael Strober, director of the Child and Adolescent Mood Disorder Program at University of
Los Angeles mentioned that any blue period that last for more than two weeks signifies a deeper
problem. He suggested that when children experience this period that parents need to see their
For instance, an interpersonal component has been emphasized on theories of depression that
stress its maintenance through interpersonal processes or its linkage to interpersonal dependency.
On the other hand, consistent core of social behavior linked that susceptibility and maintenance
of anxious states has not been described in the literature. Rather than anxiety has often been
unmanageably events or situations, or has been viewed as complex modification of the fear
response. Of course, interpersonal situations are often of great significance for particular
experience of anxiety. However, any current theory of anxiety that’s includes an important role
for a particular set of interpersonal behavior in triggering or maintain envious reaction. It may be
the current work in the differentiation of depression from anxiety has largely ignored both the
essential, defining presence of interpersonal adjustment in depression and its unessential, though
often not trivial, presence in anxiety. The result of the study highlights the importance including