CHAPTER 2

REVIEW RELATED STUDIES

The impact of anxiety and depression on academic performance in

undergraduate medical students

According to Mihăilescu (2020), Academic performance problems and, as a result, long-term

consequences, such as poor medical care, have been linked to stress associated with medical

education, which has been linked to symptoms of depression and anxiety. If anxiety and

depression are shown to have an impact on academic achievement, then preventing them

could lead to better outcomes in medical care as well. The study's goal was to see if anxiety and

depression affected first- and second-year medical students' academic performance. In the

weeks leading up to the examination session, in the first semester, we used the Zung Self-rating

Anxiety Scale score > 36 and the Zung Self-rating Depression Scale score > 40 to assess anxiety

and depression symptoms (in no-stress conditions). We obtained the average grade at the end

of the academic year from 254 of the total population of 356 first and second year medical

students as a measure of academic performance. SPSS version 16 was used for statistical

analysis (Spearman correlations and logistic regression). In the period leading up to the

examination session, academic performance decreases inversely in relation to anxiety (rho = –

0.144, P 0.05) and depression (rho = –0.192, P 0.05) scores. Also, depression during this time

period predicts poor academic performance, particularly in first-year students, with average

grades in the lowest quarter (less than 7.52) (2 = 8.922, P 0.01, OR = 0.928; IC 95 percent =
0.864–0.997). These findings suggest that prophylactic methods for preventing anxiety and

depression, particularly in first-year medical students, are needed, as these are factors that

negatively impact academic performance. The authors have not provided a statement of

competing interests.

REFFERENCES:

https://www.cambridge.org/core/journals/european-psychiatry/article/abs/impact-of-

anxiety-and-depression-on-academic-performance-in-undergraduate-medical-

students/AFB3D5617DBF977D73D79EB49A37C1B9
The Effect of Anxiety and Depression on College Students’ Academic Performance: Exploring

Social Support as a Moderator

According to Bisson (2017), The goal of this research is to see how social support affects college

students' overall well-being. According to research, social support can help to mitigate the

negative effects of stress on academic performance. This research aims to provide useful

information for a program at Abilene Christian University (ACU) called Student Opportunities,

Advocacy, and Resources (SOAR), which assists students and connects them to resources that

can help them succeed. Using a sample of 93 students enrolled in this program in the Fall of

2016, a multiple linear regression was used to investigate the relationship between anxiety,

depression, social support, and academic performance. Some of the findings did not match the

literature. Although social support had a significant moderating effect on academic

performance, it did not necessarily buffer the negative effects of depression. Surprisingly,

depression had a positive relationship with academic performance among those who reported

having low social support. The total effect of anxiety on academic performance was not

significant after removing an insignificant moderating effect of social support on the

relationship between anxiety and academic performance. Gender was found to be the

strongest predictor, with females outperforming males. Academic performance in the past had

a positive impact on academic performance in the present. The findings do not rule out mental

health issues; rather, it's possible that these students are more difficult to reach because they

have fewer visible symptoms and/or are academically successful. Knowing that this population

may be suffering in silence makes it critical for colleges to implement programs like SOAR,

which reaches out to students who may not seek help or show signs of distress as a result of
various stressors during this developmental transition. Given the study's limitations, more

research is needed to confirm these findings. The Impact of Anxiety and Depression on College

Students' Academic Performance: Exploring Social Support as a Moderator In Partial Fulfillment

of the Requirements for the Degree Master of Social Work, a Thesis was presented to the

Faculty of the Graduate School of Social Work at Abilene Christian University. Bisson, Katherine

May of this year The Graduate Council of Abilene Christian University has accepted this thesis,

which was directed and approved by the candidate's committee, as partial fulfillment of the

requirements for the degree Master of Science in Social Work Assistant Provost of Graduate

Programs.

REFFERENCES:

https://www.semanticscholar.org/paper/The-Effect-of-Anxiety-and-Depression-on-College-

as-Bisson/3cd465c61375f5db55941f2e60ae8664d7481b21
Student involvement, mental health and quality of life of college students in a selected

university in Manila, Philippines

According to Cleofas (2019), This study was conceived in the context of a rising incidence of

mental health issues among college students in the Philippines. As a major social institution, the

school must be able to foster a positive social environment for its students in order to improve

their mental health and quality of life. The purpose of this study was to look into the

relationship between student involvement, mental health, and quality of life among university

students in the Philippines. A quantitative cross-sectional, descriptive, correlational design was

used in this study. A survey of 249 students at a private university was conducted. Participation

in school organizations was linked to depression, general positive affect, and life satisfaction,

according to the findings. Quality of life was also linked to social interactions with entities at

school. Among the student respondents, all subscales of mental health were linked to quality of

life. According to a World Health Organization (WHO) report, one out of every four people in

the world will experience mental health issues at some point in their lives, and 450 million

people worldwide have a mental health problem (WHO, 2001). Suicide accounts for 1.5 percent

of global deaths in 2015, with global prevalence of common mental illnesses such as depression

and anxiety disorders estimated at 5.5 percent and 3.6 percent, respectively (WHO, 2017).

WHO (2004) suggests that this widespread occurrence of mental health problems are often

untreated and can cause role performance impairment. Mental illnesses place a significant

financial burden on those who suffer from them. According to research, mental illness can

result in missed work days, decreased productivity, financial strain due to treatment costs,

family and caregiver stress, and even death (Bronsard et al., 2016; Centers for Disease Control
and Prevention, 2011). According to the results of a global mental health survey, 50% of

psychiatric disorders exist by the age of 14. (Sorel, 2010). Because mental health issues are

developmental in nature and aetiology, they are best addressed through early intervention.

Educational institutions, as students' primary environment during their formal educational

years, should establish systems to address current and potential mental health issues among

youth. The relationship between student mental health, academic engagement (Reis, Hoppe, &

Schröder, 2015; Roth, 2013), and school environment (Reis, Hoppe, & Schröder, 2015; Roth,

2013). (Chen, Romero, & Karver, 2016) College students spend the majority of their adolescent

years in schools, where they interact frequently with peers, classmates, and teachers. The state

of their mental health is influenced by their ability to socially integrate with the entities in the

academe. According to Pachucki, Ozer, Barrat, and Cattuto (2015), the structure of adolescents'

interaction networks influences the robustness of depressive symptoms. Furthermore, students

who had a low perception of the quality of support were more likely to have mental health

issues (Hefner & Eisenberg, 2009) According to qualitative (Buckley & Lee, 2018) and

quantitative studies, the extent to which students are involved in both curricular and extra-

curricular activities is also indicative of their psychological wellbeing and distress (Billingsley &

Hurd, 2019; Lushington et al., 2015). The school's various social, developmental, and academic

challenges shape the minds of these late adolescents as they strive for their respective degrees

and better living conditions.

Refferences:

https://www.tandfonline.com/doi/full/10.1080/02673843.2019.1670683
The New Normal of Education: Depression, Anxiety, Stress and Academic Performance of

Tertiary Students

According to Tus (2021), The COVID-19 pandemic is having a major impact on students' mental

health and academic performance all over the world. Thus, the Depression, Anxiety, and Stress

Scale (DASS-21) is used to assess students' mental health in the context of the new normal of

education, and the relationship between academic performance and the variables is

investigated. Furthermore, nearly half of the respondents suffered from moderate to severe

depression, stress, and anxiety, according to the findings. According to the statistics, there was

no significant link between severe negative mental health conditions and students' academic

performance. Finally, students who suffer from severe mental illness can still achieve great

academic success. As a result, students' mental health should be addressed on a regular basis,

and they should be assisted in dealing with life's issues, especially in light of the current

pandemic crisis.

Refferences:

https://www.researchgate.net/publication/353598728_The_New_Normal_of_Education_De

pression_Anxiety_Stress_and_Academic_Performance_of_Tertiary_Students
 CHAPTER 3:

RESEARCH METHODOLOGY

DATA COLLECTION METHOD AND TOOLS

This research relied on in-depth interviews. In depth interviews are personal and

unstructured interviews designed to elicit participants' thoughts, feelings, and

opinions about a specific research topic. Interviewers and interviewees are in

direct contact during personal interviews, which eliminates the possibility of non-

response rates. However, in order to conduct a successful interview, interviewers

must have developed the necessary interviewing skills (Fisher, 2005, Wilson,

2003). Furthermore, because of the flexibility of the interview flow, unstructured

interviews allow for the generation of conclusions that were not originally

intended to be drawn about a research subject. This indicates that the interview

may stray from its stated goals and objectives (Gill & Johnson, 2002). In terms of

data collection instruments, the researchers used a semi-structured questionnaire

as a guide for their interviews. The researcher had some questions prepared to

help guide the interview toward the study's objectives, but more questions arose

as the interviews progressed.

The data for this study was collected using purposeful sampling. According to this

technique, which falls under the category of "nonprobability sampling

techniques," members of the sample are chosen based on their familiarity with,

connections to, and expertise in a specific research topic (Freedman et al ., 2007).

Participants in this study were chosen for their close ties to the phenomenon

being studied, prior work experience in the tourism industry, involvement in a

number of tourism-related initiatives and partnerships, and demonstrated

research experience and knowledge of raw data pertaining to the study's

destinations. The participants in this study were executives from the following

locations.
DATA ANALYSIS

Analyzing data Content analysis was used to examine the information gathered

from personal interviews. Moore and McCabe (2005) claim that these studies use

themes and sub-themes to organize data so that it can be compared across

studies. Content analysis has the advantage of simplifying and reducing the

amount of data collected while also producing quantifiable results. Researchers

can also use content analysis to structure qualitative data in a way that meets

their research objectives. Human error is a risk in content analysis because

researchers may misinterpret the data they collect, leading to inaccurate and

unreliable conclusions.