A Study of Performance of Depression

Chapter 1

INTRODUCTION
A student may experience mental health problem due to academic related

demands such as transitions to university, demands of various tasks by lecturers, getting

essential skills; the student may not be able to handle the pressures of these expectations

(Carveth, Gesse, & Moss, 1996). Even though it is difficult to suggest that mental

health is measurable; it would be useful to know the association between mental health

problem and academic performance as this provide information about the importance

of mental health to students’ performance. The purpose of this research is to

determine the level of depression among accounting students and examine the

relationship of mental health, financial background, age and gender with students’

academic performance.

Depression is one of the most widespread diseases across the world and a major

factor in problems of mental health (Sarokhani et al., 2013). The issue of students’

mental health is a global problem that covers all developed and non-developed

societies, both modern and traditional (Bayram & Bilgel, 2008). During their academic

life young people face many contradictions and obligations to succeed, especially at

university (Arslan, Ayranci, Unsal & Arslants, 2009). Also, university students should

make the efforts to embrace new experiences and changes in social aspects, and in

behavioural, emotional, academic and economic situations (Ginwright & James, 2002).

Therefore, it is important to understand concerns regarding students’ mental health. The

mental health problems of students are widely studied at different educational levels,

such as secondary school and university (Bayram & Bilgel, 2008). A number of studies

have indicated a secondary prevalence of mental health problems among students,

including depression, compared to the rest of the population (Yusoff et al., 2013). More

importantly, recent studies in this area indicate that the psychological and mental

problems of students continue to increase (Field, Diego, Pelaez, Deeds & Delgado,

2012). For example, in the United States a national survey in 2005 mentioned that 86%

of university counselling centres noted an increase in serious mental health and

psychological problems among university students (Gallagher, Weaver-Graham &

Tylor, 2005).

One of the most prevalent problems of mental health is depression, which is a

serious health problem among the student population (Ibrahim, Kelly, Adams &

Glazebrook, 2013).

Moreover, depression has a significant impact on academic performance,

academic satisfaction and academic achievement (Arslan et al., 2009). A study by

Wechsler, Lee, Kuo and Lee (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 secondary 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.

Health is important to be preserved as without good health we will not be able

to live in harmony. According to World Health Organization (WHO) (2014) mental

health is “a state of well-being in which the individual realizes his or her own abilities,

can cope with the normal stresses of life, can work productively and fruitfully, and is

able to make a contribution to his or her community". Mental health is about how we

feel about ourselves, others, and also how we are able to meet the demands of life

(WHO, 2014). It is an escalating issue among professional accountants

internationally, which requires serious attention from the community (Griffin, 2014).

Mental health may impact the development and productivity of people, and will

ultimately affect a person’s lifelihood at home, at work and with others (Eisenberg,

Golberstein, & Hunt, 2009).

1.1 Statement of the Problem

The study of performance of depressed and non-depressed student at secondary

level in distt tank.

1.2 Objectives of the study

1. To know about the student depression in academic performance.

2. To know about the study performance in depressed students at secondary level.

3. To identify the performance of study in non-depressed student at secondary

level.

1.3 Research Hypothesis

1. There is a negative effect of depression on student’s academic performance.

2. There is significance difference between academic performance of student’s

having low, medium and secondary level depression.

1.4 Significance of the study

The results of present study emphasize significant influence of study

performance of depression on student as the most important goals for education

systems. Present study proves that secondary levels of academic achievement cannot

be achieved in students with depression. In this manner, education by paying attention

to mental health in secondary school students can improve both the level of academic

achievement attained by young secondary school students and the quality of life in their

community.

1.5 Limitation of the Study

1.6 Delimitation of the Study

Chapter 2

RELATED LITERATURE
 A brief review of related studies about relationship between depression and

academic achievement in secondary school students and also students in late

adolescents showed that except two studies, all of them have demonstrated depression

was negatively related to academic performance, and also one study indicated the

vicious cycle that existed between depression and low grades, creating a downward

spiral towards worsening mental health and failing grades. One study found the risk of

academic impairment became likely at moderate-to-severe levels of depression, and

more severe depression was related to a secondary level of academic impairment.

2.1 DEPRESSION AMONG STUDENTS

Depression is one of the most widespread diseases across the world and a major

factor in problems of mental health (Sarokhani et al., 2013). The issue of students’

mental health is a global problem that covers all developed and non-developed

societies, both modern and traditional (Bayram & Bilgel, 2008). During their academic

life young people face many contradictions and obligations to succeed, especially at

university (Arslan, Ayranci, Unsal & Arslants, 2009). Also, university students should

make the efforts to embrace new experiences and changes in social aspects, and in

behavioural, emotional, academic and economic situations (Ginwright & James, 2002).

Therefore, it is important to understand concerns regarding students’ mental health. The

mental health problems of students are widely studied at different educational levels,

such as secondary school and university (Bayram & Bilgel, 2008). A number of studies

have indicated a secondary prevalence of mental health problems among students,

including depression, compared to the rest of the population (Yusoff et al., 2013). More

importantly, recent studies in this area indicate that the psychological and mental

problems of students continue to increase (Field, Diego, Pelaez, Deeds & Delgado,

2012). For example, in the United States a national survey in 2005 mentioned that 86%
 of university counselling centres noted an increase in serious mental health and

psychological problems among university students (Gallagher, Weaver-Graham &

Tylor, 2005).

One of the most prevalent problems of mental health is depression, which is a serious health

problem among the student population (Ibrahim, Kelly, Adams & Glazebrook, 2013).

Moreover, depression has a significant impact on academic performance, academic satisfaction

and academic achievement (Arslan et al., 2009). A study by Wechsler, Lee, Kuo and Lee

(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 secondary 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.

2.2 Prevalence of depression among students

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

educational levels, such as secondary school, secondary school and university (Arslan et al.,

2009).

Previous studies have proposed that psychological morbidity, particularly depression, is a

common disorder among students (Adewuya, Ola, Olutayo, Mapayi & Oginni, 2006; Dahlin et

al., 2005). Studies of psychological problems encountered by counselling centres revealed that
depression was one of the five most common problems among secondary school students.

They secondary lighted that depression accounted for 39% of problems, a secondary 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).

Recently, many studies have been carried out on the rate of depression among students (Chen

et al., 2013). They report that depression is a widespread problem and continues to increase in

the student population (Sarokhani et al., 2013). For instance, one study stated that the rate of

depression varied from 10% to 40% among university students in Turkey (Ustun & Kessler,

2002). In addition, Green, Lowry and Kopta (2003) indicated that adult students eported

secondary levels of symptoms of depression compared to the adult non-student population.

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, 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 secondary students,

reported secondryer levels of depression in the student population compared to the general

population (Dyrbye, Thomas & Shanafelt, 2006). However, based on this study we cannot

conclude that the prevalence of depression in students is secondryer than the general

population. This is because the study used only Canadian and US secondary students, and the

sample of this systematic review only included 40 studies during the period January 1980 to

May 2005.

Another recent systematic review reported that depression in university students is much

secondryer compared to the general population (Ibrahim et al., 2013). Similarly, according to
this study, it cannot be concluded that the prevalence of depression is secondryer than the

general population because this study only focused on university students. Additionally,

Dahlin, Joneborg and Runeson (2005) found that the rates of depression in the general

population were lower relative to that of secondary students at the Karolinska Institute in

Sweden.

2.3 Student gender and depression

It can be expected that, in general, the prevalence of depression in females is secondary than

that of males in the general population (Piccinell & Wilkinson, 2000). Nelon-Hoeksema,

Larson and Grayson (1999), in their study on gender differences of depression, reported that

the reasons for these differences remain unclear, whereas gender differences in depressive

disorders are well documented in many studies. More specifically, a twin study in this area has

shown that there is no relationship between gender difference in depression and genetic risk,

and that factors are more likely to relate to environmental aspects, namely family history, social

support, economic situation and life events (Tenant, 2002). In reviewing the findings of gender

differences of the prevalence of depression in students, the empirical studies have reported

different results. The majority of these studies have found that gender is a major factor with

regard to depression among students.

2.4 Students’ age and depression

In terms of students’ age, some studies in particular looked at the relationship between age and

depression in students. A study on depression among Malaysian university students pointed

out that the prevalence of depression was secondary in older students compared to younger
students (Shamsuddin et al., 2013). This result also was emphasized in other studies; senior

university students have greater rates of depression relative to beginners or first year students

(Bostanci et al., 2005; Khawaja & Duncanson, 2008).

In contrast, studies in this area (Bayram and Bilgel, 2008; Tomoda et al., 2000) have shown

that students in their final year of university have lower levels of depression compared to new

students. It is hypothesised that this difference in the above findings might be due to using

different samples of students, and different methods of measuring depression. It is somewhat

surprising that no relationship was found in this condition. One study indicated that the level

of depression in older students is nearly the same as younger students (Lester, 1990). This

would indicate there is no significant relationship between a student’s age and the prevalence

of depression.

2.5 Students’ relationship status and depression

A recent meta-analysis study and systematic review (Sarokhani, 2013), of 35 studies between

1995 and 2012 from Iran, reported a prevalence rate of 39% for single university students and

20% for married university students. This study concluded that depression is more widespread

in single students than in married students at university. Moreover, the same relationship was

mentioned in a study of Japanese and American students; depression is more common among

single students than in married university students (Inaba et al., 2005).

2.6 Depression and academic performance

A number of studies have shown that symptoms of depression affect students’ performance

and achievement at university, secondary school and school (Stark & Brookman, 1994, cited

in Shamsuddin et al., 2013). Findings in this area indicate that academic tasks cause a

secondary risk of mental health problems, especially depression in students (Ibrahim et al.,

2013; Sharif et al., 2011).

2.7 PREVALENCE AND DEVELOPMENT OF DEPRESSION IN CHILDREN

AND ADOLESCENTS

Depression in preadolescent children is rather rare, occurring in about 1.5% of children.

Depression in preschool children is very rare, with a prevalence rate of less than 1% of the

population. In younger children depression is more likely to be displayed as high levels of

stress, noncompliance, and irritability, rather than the symptoms shown in late childhood and

adolescence, which are more similar to those of adults.

2.8 Development of Depression

In the early elementary years, prevalence rates for boys and girls are about equal, but as

adolescence nears, girls are more likely to show depression than boys. The overall rate of

depression in adolescent girls versus boys is about 2:1 to 3:1. Reasons for these differences are

many, including hormonal differences, impact of different social stressors, variations in gender

expectations, and coping methods. Most often, the approximate onset of depressive disorders

is at about 11 to 14 years. Depression may have a long-term course, persisting over several

weeks, months, or years, or it may be of recent onset, such as in trauma. Most major depressive

episodes last about seven to nine months, although 6–10% of cases may persist for several

months to a few years. If one considers that up to 10% of adolescents have significant

depression, about three students in a class of 30 would be affected, with two of them being

girls.

2.9 Risk Factors

The causes of depression are multiple and complex. Some people have a greater likelihood of

developing it, such as those who have first-degree relatives with depression (e.g., a parent),
those who live in highly stressful and demanding environments, or those who have experienced

a traumatic event (e.g., loss of a loved one). Children with disabilities, such as learning or

secondary problems, are also more vulnerable to developing depression.

2.10 Plan for Success

To the extent possible, arrange experiences so that the student can be successful and be

recognized for successes. Scheduling pleasant activities and providing opportunities for

successful leadership are examples. It is very important that depressed students feel accepted

as a part of the school and that teacher believe in their competence.

2.11 DEPRESSION AND SUICIDE

A small proportion of depressed students show serious thoughts of planning or attempting

suicide. Although the risk of suicide is higher with depressed students, the vast majority of

them do not attempt it. Nevertheless, any signs of suicide should be taken seriously, even if

they appear to be meaningless gestures. Because actual suicide attempts are infrequent and

often are the result of specific situations, they are difficult to predict. Suicidal thoughts are

more likely when the student feels that nothing will help to improve the situation. Signs may

be indirect, such as giving away personal or prized possessions, making statements about ‘‘not

being around,’’ visiting friends and family not seen recently, taking care of personal matters

(e.g., repaying debts, completing unfinished tasks), and talking about how they would like to

be remembered.

Chapter 3

RESEARCH METHODOLOGY

3.1 THE NATURE OF THE RESEARCH

It is descriptive type study consists of collecting and interpretation of data keeping in view the
study of performance of depressed and non-depressed students at secondary level in distt: Tank.

Information was collected by administering questionnaires. These were administered among

teachers of different schools in the selected areas.

3.2 POPULATION

All secondary level schools in district Tank for boys constituted the population of this study.

3.3 SAMPLE

Ten secondary school for boys five urban and five rural were randomly selected the purpose of
the study. which contains five secondary schools in urban and five secondary school in rural
areas. As for as the distribution of the sample size among these schools concerned, a list of all
teachers was prepared. This list served as a sample frame for the study .Applying the random
sampling techniques five teacher from each school was selected. So 50 students constituted the
sample size of this study.

3.4 TOOLS OF DATA COLLECTION

Data were collected though questionnaires. The questionnaire was designed and used for
collection of require information on the subject. But it helps go calculated and treated data
statistically.

3.5 CONSTRUCTION OF THE QUESTIONNAIRE

Questionnaire being and important instrument for this purpose. The questionnaires were
prepared for the students and consisted 16 questions and distributed among 50 students.

3.6 ADMINISTRATION OF QUESTIONNAIRE

In order to obtain the reliable and correct information through questionnaire the researcher
personally went go the schools of the selected areas. The researcher hand over questionnaire
making a request to help in providing the required data the researcher also discussed the
depression of student directly with few teachers.

3.7 DATA ANALYSIS

The collected data was tabulated analyzed and interpreted. Analyses were mainly based on
secondary data for appropriate tabulation percentages and averages of different variable were
used.
 Chapter 4

ANALYSIS & INTERPRETATION OF DATA

Table 4.1: Shows that memory problem some students

Statement Respondent Yes No

Memory Problems F 35 15

% 70 30

Table No. 4.1 shows that memory problem for 70 % students while it is not a memory problem
for 30 % students.

Table 4.2: Shows that Feeling of hopelessness of students

Statement Respondent Yes No

Feelings of hopelessness F 45 05

% 90 10

Above table no. 4.2 indicates that Feeling of hopelessness for 90 % students while it is not
Feeling of hopelessness for 10 % students.

Table 4.3: Shows that Feeling of helplessness performance of students

Statement Respondent Yes No

 Feelings of helplessness F 42 08

% 84 16

Table no. 4.3 indicates that Feelings of helplessness for 84 % students while it is not a Feeling
of helplessness for 16 % students.

Table 4.4: Shows that the student feels loss of control in classroom

Statement Respondent Yes No

Feels loss of control F 44 06

% 88 12

The above table no. 4.4 shows that Feels loss of control for 88 % students while it is not feels
loss of control for 12 % students.

Table 4.5: Shows that concentration problem of students

Statement Respondent Yes No

 Concentration Problems F 40 10

% 80 20

Table no. 4.5 shows that the Concentration Problems for 80 % students while it is no
Concentration Problems for 20 % students.

Table 4.6: Shows those students of Depressed Mode

Statement Respondent Yes No

Depressed Mode F 45 05

% 90 10

Table no. 4.6 shows that the Depressed Mode for 90 % students while it is not a Depressed
Mode for 10 % students.

Table 4.7: Shows that those students suicide Attempts don’t achieved goals

Statement Respondent Yes No

 Suicide Attempts F 38 12

% 76 24

Table no. 4.7 indicates that Suicide Attempts by 76 % students while 24 % student having no
Suicide Attempts.

Table 4.8: Shows that Low self-esteem in our classroom

Statement Respondent Yes No

Low self-esteem F 45 05

% 90 10

Table no. 4.8 indicates that Low self-esteem for 90 % students while it is not a Low self-esteem
for 10% students.

Table 4.9: Shows that some students do difficulty making decisions in new idea

Statement Respondent Yes No

 Difficulty making decisions F 12 38

% 24 76

Table no. 4.9 indicates that Difficulty making decisions is not 76 % students while it is a
Difficulty making decisions for 24 % students.

Table 4.10: Shows that performance of student about negative attribution style

Statement Respondent Yes No

Negative attribution style F 43 07

% 86 14

Table no. 4.10 indicates that Negative attribution style for 86 % students while it is not a
Negative attribution style for 14 % students

Table 4.11: Shows that those students attention in problems solve

Statement Respondent Yes No

 Attention problems F 33 17

% 66 34

Table no. 4.11 shows that the Attention problem for 66 % students while it is not a Attention
problems for 34 % students.

Table 4.12: Shows that the negative effect of students

Statement Respondent Yes No

Negative effect F 44 06

% 88 12

The above table no. 4.12 shows that 88 % of Negative effect students, while 12 % students are
not Negative effect.

Table 4.13: Shows that Internal locus of control in classroom

Statement Respondent Yes No

 Internal locus of control F 39 11

% 78 22

Table no. 4.13 shows that internal locus of control for 78 % students, while it is not internal
locus of control for 22 % students.

Table 4.14: Shows that Negative view of self

Statement Respondent Yes No

Negative view of self F 48 02

% 96 04

Table no. 4.14 indicates that Negative view of self for 96 % students while it is not Negative
view of self for 04 % students.

Table 4.15: Shows that decreased school performance in students

Statement Respondent Yes No

 Decreased school performance F 30 20

% 60 40

Table no. 4.15 indicates that Decreased school performance for 60 % students while it is not a
Decreased school performance for 40 % students.

Table 4.16: Shows that those students crying for no apparent reasons

Statement Respondent Yes No

Crying for no apparent reason F 47 03

% 94 06

Table no. 4.16 indicates that crying for no apparent reason for 94 % students while it is not a
Crying for no apparent reason for 06 % students.

Chapter 5

SUMMARY, FINDINGS, CONCLUSION

5.1 SUMMARY

The prevalence of depression among students is clearly emphasized by the

above recent findings. Various studies have shown different rates of depression in

students in different countries. Some recent studies have reported that the rate of

depression among students is higher than in the general population, and a number of

studies have emphasized this level of prevalence compared to the general population.

Other studies have reported contrasting results in depression among students. They

found that rates of depression in students are not greater, and are nearly the same as the

general population However, the majority of findings report a higher rate of depression

in the student population. It is difficult to decide whether the rate of depression among

students is higher or lower than the general population. These studies were performed

among students from different countries that have different cultures, economic levels

and academic environments. Moreover, the studies used different instruments of

measurement and different research methods to investigate this problem. One notable

finding is that some studies mentioned the highest rate of depression is found in

secondary students relative to non-secondary students.

5.2 FINDINGS

1. Table No. 4.1 shows that memory problem for 70 % students while it is not a

memory problem for 30 % students.

2. Table No. 4.2 indicates that Feeling of hopelessness for 90 % students while it

is not Feeling of hopelessness for 10 % students.

3. Table no. 4.3 indicates that Feelings of helplessness for 84 % students while it

is not a Feeling of helplessness for 16 % students.

4. The above table no. 4.4 shows that Feels loss of control for 88 % students while

it is not feels loss of control for 12 % students.

5. Table no. 4.5 shows that the Concentration Problems for 80 % students while it

is no Concentration Problems for 20 % students.

6. Table no. 4.6 shows that the Depressed Mode for 90 % students while it is not

a Depressed Mode for 10 % students.

7. Table no. 4.7 indicates that Suicide Attempts by 76 % students while 24 %

student having no Suicide Attempts.

8. Table no. 4.8 indicates that Low self-esteem for 90 % students while it is not a

Low self-esteem for 10% students.

9. Table no. 4.9 indicates that Difficulty making decisions is not 76 % students

while it is a Difficulty making decisions for 24 % students.

10. Table no. 4.10 indicates that Negative attribution style for 86 % students while

it is not a Negative attribution style for 14 % students.

11. Table no. 4.11 shows that the Attention problem for 66 % students while it is

not Attention problems for 34 % students.

12. The above table no. 4.12 shows that 88 % of Negative effect students, while 12

% students are not Negative effect.

13. Table no. 4.13 shows that internal locus of control for 78 % students, while it is

not internal locus of control for 22 % students.

14. Table no. 4.14 indicates that Negative view of self for 96 % students while it is

not Negative view of self for 04 % students.

15. Table no. 4.15 indicates that Decreased school performance for 60 % students

while it is not a Decreased school performance for 40 % students.

16. Table no. 4.16 indicates that crying for no apparent reason for 94 % students

while it is not a Crying for no apparent reason for 06 % students.

5.3 CONCLUSION

Depression can impact many aspects of students’ performance at school,

including both academic achievement and social relationships. Students with

depression not only benefit from mental health services but can greatly benefit from

support by caring adults in their school settings. Understanding, patience, knowledge

of the nature and course of depression, a desire to be helpful, and a commitment to

improving outcomes can be major factors in helping these students to succeed in school.

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Annex A

QUESTIONNAIRE
S. No Statement Yes No

1. Memory Problems

2. Feelings of hopelessness

3. Feelings of helplessness

4. Feels loss of control

5. Concentration Problems

6. Depressed Mode

7. Suicide Attempts

8. Low self-esteem

9. Difficulty making decisions

10. Negative attribution style

11. Attention problems

12. Negative effect

13. Internal locus of control

14. Negative view of self

15. Decreased school performance

16. Crying for no apparent reason