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Depression affects student’s academic performance of STI Pasay

Batch Year 2019-2020

By

DEMIEL DAN PAR BRETON

DEXENE SOMO CAGULADA

DON RUFINO BRUNO CALDO

SHEILA MIMAY DESOLO BALBIN


Chapter 1: Introduction

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

inevitable part of the maturing process of an individual.

Statement of the Problem

This study aimed to look into and analyze how depression affects the performance of

STI Pasay students.

Specifically, it aimed to answer the following questions:

1. Is there significant relationship between depression and students?

2. How do students manage depression?

3. Why does depression affects student’s performance in school?

4. How often do STI Pasay students feel depressed?


5. How does depression affects the academic performance of a student?

Significance of the Study

This study will be helpful to address the common problem of depression to student’s

performance of STI Pasay students.

Specifically, the result of the study will be beneficial to:

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

student’s performance in school.

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

their behavioral purposes

Assumption of the Study

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.

Scope and Limitation of the Study

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

student’s performance in STI Pasay.

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

about what is going on around him or her.


Anxiety- is a feeling of worry or fear that STI Pasay students experience. Students experiencing

academic anxiety feel apprehensive over academic tasks. Students can feel anxiety related to

every academic task.

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

studying and reasoning of the students of STI Pasay.


Chapter 2: Review of Related Literature and Studies

This chapter presents relevant information to shed light on the situation of students with

manifestation of depressions, as well as to management of depressive experiences. Most of the

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

performances, hopelessness, sleep or eating disturbance, fatigue, physical complaints, increased

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

grow up to be a depressed adult.

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.

For instance, reading disturbances in an average or below-average person, or overwhelming

apprehension. Obsessive pre-occupations with schoolwork, undue concern about performance,

and lack of pleasure achievement may also be early signs of depression.

3.Motor Behavior. In most teenagers who manifest depression hypo-motility, nervousness,

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

timed, can be effective.

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

feelings of guilt, self-depreciation, and self-destructive behavior are manifestations of this

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.

6. Suicidal Behavior. There is an increased prevalence of suicidal attempts in people. Clinician

believed that suicide attempts or actual suicides are due to depressive experience.

7. Psychodynamic Consideration. The depressed school-age loses interest in friendship and

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

affect. A combination of didactic instruction, modeling, and behavioral rehearsal resulted in

significant levels of improvement within five weeks.

Colleagues identified some cognitive behavioral interventions such as role plays of problems

relevant to depressed children, cognitive restructuring, attention place or regular classroom

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

happens a few times.”

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

family doctor for an evaluation as soon as possible.

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

described as an anticipation of danger, not necessarily tied to an interpersonal situation. Anxiety

has been linked to an expectation or actual experience of overwhelming, catastrophically,

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

this distinction in further work on the differentiation of depression.

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