Rates of anxiety, depression and stress among high school students during the pandemic of COVID-19

2021 ◽  
Vol 17 ◽  
Author(s):  
Ensiyeh Jenabi ◽  
Saeid Bashirian ◽  
Salman Khazaei ◽  
Mohammad Poorsdavood ◽  
Rashid Heidarimoghadam ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Active Role ◽  
Three Dimensions ◽  
School Age Children ◽  
Anxiety And Depression ◽  
School Students ◽  
Cross Sectional ◽  
Anxiety Depression ◽  
Normal Status

Background: The novel coronavirus (COVID-19) is begun in Wuhan, China, and has spread worldwide, resulting in a large number of hospitalizations and deaths. To the best of our knowledge, the study about the mental health status (depression, anxiety, and stress) among high school students during COVID- 19 has not been performed in Iran. Objective: This study was performed to investigate rates of anxiety, depression, and stress among high school students during the pandemic of COVID-19. Method: This cross-sectional study was performed among high school students (12-18 years) from 30 April until 1 June 2020, in Hamadan City, west of Iran. In total, 2852 students contributed to the present study. Depression Anxiety and Stress Scale 21 (DASS-21) was used in this study. Statistical analyses were conducted in STATA 14 with a significant level of 0.05. Results: The present study showed that although stress status was normal among most high school students (70.3%), but the status of anxiety and depression was high. The boys had reported a higher proportion of normal status of depression (51.62% vs. 44.97%), anxiety (31.71% vs. 26.91%), and stress (77.66% vs. 66.10%) compared to the girls. Also, students in grades 7-9 had reported more percentage of normal status in all three dimensions of stress, anxiety, and depression. Conclusion: These findings suggest that as rates of depression and anxiety are high, school-age children may benefit from policymakers and other authorities’ active role.

scholarly journals Loneliness and Depression among Polish High-School Students

2021 ◽  
Vol 18 (4) ◽  
pp. 1706
Author(s):  
Beata Dziedzic ◽  
Paulina Sarwa ◽  
Ewa Kobos ◽  
Zofia Sienkiewicz ◽  
Anna Idzik ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Depressive Disorders ◽  
Depression Scale ◽  
Young Person ◽  
Anxiety And Depression ◽  
School Students ◽  
Loneliness Scale ◽  
Emotional Loneliness ◽  
Anxiety Depression

Introduction: Having impaired relations and limited interpersonal contact is associated with a sense of loneliness, and can result in a number of mental disorders, including the development of depression. Approximately one in five adolescents in the world suffers from depression, and first episodes of such are occurring at increasingly young ages. Due to a lack of appropriate support from parents, teachers and the healthcare system, the young person feels alone when dealing with their problem. Aims: The aims of this study are to determine the prevalence of anxiety, depression, aggression and sense of loneliness among high school students, and to analyze a correlation between loneliness and depression. Materials and methods: The study was conducted on 300 high school students in Poland. The study material was collected using the Hospital Anxiety and Depression Scale (HADS-M) and De Jong Gierveld Loneliness Scale (DJGLS). Results: A feeling of loneliness correlated significantly with depressive disorders (p < 0.005), with the strongest effect between the total HADS-M score and the total loneliness scale score (r = 0.61). The overall presence of disorders as per HADS-M was found to be 23%, and borderline conditions were found in 19.3%. In 24% of the students, disorders were revealed on the anxiety subscale and in 46.3% on the aggression subscale. On DJGLS, a very severe sense of loneliness was observed in 6.67% of the subjects, and in 42.3% of them, a moderate feeling of loneliness was indicated. On the social loneliness subscale, a severe sense of loneliness was found in 22.7%, while on the emotional loneliness subscale, it was found in 16.7% of the subjects. Conclusions: In this study, a quarter of the student participants experienced anxiety and depression disorders. Students showing higher levels of anxiety, depression, and aggression also showed enhanced loneliness. Girls showed higher levels of anxiety, depression and aggression, as well as emotional loneliness.

scholarly journals Evaluating the influence of anxiety and depression on academic performance in high school students

2021 ◽  
Author(s):  
Waleed Ahmed Shahzad
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Anxiety And Depression ◽  
Small Scale ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Negative Effect ◽  
The Mean

The purpose of this study was to evaluate whether anxiety and depression have a negative effect on academic performance. This small-scale study assessed the relationship between these factors. A cross-sectional questionnaire survey was carried out. A randomized sample of 52 high school students based in various schools across Lahore participated in the survey. Of the participants, 32 were males and 20 were females. As a measure of anxiety and depression 14 questions from the DASS-21 were utilized (The 7 questions pertaining to the measure of stress were not included in this study). Based on the DASS-21 score obtained by the respondents they were classified under categories of normal, mild, moderate, severe and extremely severe levels of anxiety and depression. As a measure of academic performance, the Grade Point Average (GPA) of the students was obtained via the survey. The mean average GPA was calculated for all the students falling under the aforementioned categories pertaining to anxiety and depression separately and these averages were compared. It was found that the mean average GPA was highest in students falling under the categories of normal and mild levels of anxiety and depression. Whereas, mean average GPA was lower in students suffering from severe levels of anxiety and depression. These findings suggest the need to come up with methods to combat anxiety and depression in high school students as these factors impede academic performance.

scholarly journals Frecuencia de acoso y ciber-acoso, y sus formas de presentación en estudiantes de secundaria de colegios públicos de la ciudad de Manizales, 2013 / Frequency of bullying and cyberbullying, and its ways of presentation in public high school students in the

2014 ◽  
Vol 14 (1) ◽  
pp. 65-82 ◽  
Author(s):  
Yuvitza Daniella Aranzales Delgado ◽  
José Jaime Castaño Castrillón ◽  
Reinaldo Augusto Figueroa Salcedo ◽  
Sebastián Jaramillo Ruiz ◽  
Johan nicolás Landazuri Quiñones ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Self Esteem ◽  
Public High School ◽  
School Students ◽  
Cross Sectional ◽  
Being Bullied ◽  
Public High School Students ◽  
Anxiety Depression

Objetivo: Determinar la frecuencia y formas de presentación de acoso y ciber-acoso en estudiantes de secundaria de instituciones educativas de la ciudad de Manizales, Caldas, Colombia. Materiales y métodos: Estudio de corte transversal realizado en tres instituciones educativas públicas de Manizales. La población de estudiantes fue de 1 769, de los cuales se tomó una muestra de 574. Se tomaron variables demográficas, de acoso escolar empleando el instrumento para medir violencia escolar de la Fundación Paz Ciudadana,  ciber-acoso, funcionalidad familiar, ansiedad, depresión y autoestima según cuestionarios empleados en estudios anteriores. Resultados: 50% de la población de género femenino, con promedio de edad de 14,3 años.  El cuestionario empleado arrojó un 5% en el rango 3-5 de acoso, 2,4% en el rango 3-5 de acosadores, 1,6% en el mismo rango de la escala de ciber-acoso, y 0,9% en la de ciber-acosadores. Si bien es cierto que estas proporciones son bajas, se debe tener en cuenta que en el rango 2-3 de todos los cuestionarios podría haber tanto acoso o acosador  Se encontró que la baja autoestima, los altos niveles de depresión y la disfuncionalidad familiar correlacionan con altos niveles tanto de acoso, como de acosador, y también sus contrapartes virtuales. El género femenino es tan acosado como el masculino pero son más los acosadores de género masculino que de femenino (p=0,000). Conclusiones: En esta población el “bullying” es un fenómeno de ocurrencia no despreciable. Se encontró igualmente que los efectos psicológicos del “bullyng” afectan tanto al acosado como al acosador.Objective: Determine the frequency and the ways of presentation of bullying andcyberbullying in high school students from schools in Manizales, Caldas, Colombia,between January and June of 2013. Materials and methods: A cross-sectional studyrealized in three public schools of Manizales. The population of students was 1769,of which 574 were gotten as a sample. Many variables were taken from previousquestionnaires’ studies: Demographic, bullying using the instrument for bullying ofFundación Paz Ciudadana, cyberbullying, family functioning, anxiety, depression andself-esteem. Results: 50% of the sample was male and the rest was female with anaverage of 14.3 years old. The questionnaire showed a prevalence of 5% within the3-5 range in regards to the bullied, 2,4% in regards to the bully and 1,6% in regardto the cyber-bullies. It was found that low self-esteem, high levels of depression andfamily dysfunction are correlated to the high levels of bulling and cyber-bulling. Malesand females are being bullied equally, but males are more often the bully (p=0,000).Conclusions: In the population bullying is not of low occurrence. It was found as wellthat the psychological effects are present in the bullied as well as the bully.

scholarly journals Evaluating the influence of anxiety and depression on academic performance in high school students

2021 ◽  
Author(s):  
Waleed Ahmed Shahzad
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Anxiety And Depression ◽  
Small Scale ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Negative Effect ◽  
The Mean

The purpose of this study was to evaluate whether anxiety and depression have a negative effect on academic performance. This small-scale study assessed the relationship between these factors. A cross-sectional questionnaire survey was carried out. A randomized sample of 52 high school students based in various schools across Lahore participated in the survey. Of the participants, 32 were males and 20 were females. As a measure of anxiety and depression 14 questions from the DASS-21 were utilized (The 7 questions pertaining to the measure of stress were not included in this study). Based on the DASS-21 score obtained by the respondents they were classified under categories of normal, mild, moderate, severe and extremely severe levels of anxiety and depression. As a measure of academic performance, the Grade Point Average (GPA) of the students was obtained via the survey. The mean average GPA was calculated for all the students falling under the aforementioned categories pertaining to anxiety and depression separately and these averages were compared. It was found that the mean average GPA was highest in students falling under the categories of normal and mild levels of anxiety and depression. Whereas, mean average GPA was lower in students suffering from severe levels of anxiety and depression. These findings suggest the need to come up with methods to combat anxiety and depression in high school students as these factors impede academic performance.

scholarly journals Effect of Broken Home (Household Crisis) on Depression Anxiety Stress Scales (Dass 42) in Students of Sma X Lumajang

2021 ◽  
Vol 19 (1) ◽  
pp. 77-85
Author(s):  
NOER KUMALA INDAHSARI ◽  
RIZKI AMALIA MEGA FITRIANI
Keyword(s):  
High School ◽  
High School Students ◽  
Cross Sectional Study ◽  
Anxiety And Depression ◽  
School Students ◽  
Depression Anxiety Stress Scale ◽  
Cross Sectional ◽  
Stress Scale ◽  
Broken Homes ◽  
Broken Home

Abstract: Background : Children or teenagers who are facing Broken homes in their master person directly or indirectly can have an impact on mental health disorders, namely stress, anxiety, and depression, which adversely affect children.  This condition can be said to be a trigger and can make the child moody, sad or long because both parents are divorced. The cause of broken homes is due to several factors, namely: the factor of divorced parents, ugliness, economic period, busy period, and the last is the period of education. Method: This study is a type of observational analytic research with the design of cross-sectional study research and the taking until this research using the method of probability sampling that is random, to find out the level of Broken Home aam this study using a questionnaire made by the research-based on various sources obtained and for stress, anxiety, and depression itself using the questionnaire Depression Anxiety Stress Scale (DASS 42). Result : From the results of the following research can be drawn the doubt that a broken home does not significantly cause high school students in this study to experience stress and anxiety. However, it is known that it can cause depression in high school students in this study significantly. Conclusion: the broken home did not significantly cause high school students to experience stress and anxiety but it can cause depression in high school students is significantly

scholarly journals Gambaran tingkat kecemasan dengan pengukuran TMAS dan prestasi belajar siswa perempuan dan laki-laki kelas 1 SMA Negeri 1 Kawangkoan

e-CliniC ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Miracle H. Mamuaya ◽  
Christofel Elim ◽  
Lisbeth F.J. Kandou
Keyword(s):  
High School ◽  
High School Students ◽  
Common Mental Disorders ◽  
Female Students ◽  
Male Students ◽  
Anxiety And Depression ◽  
World Population ◽  
School Students ◽  
Cross Sectional ◽  
Average Value

Abstract: Anxiety arises as a result of the response to stress or conflicts. This is commonly occurs when a person experiences any changes in his/her life and is required to be able to adapt. Anxiety is the most common mental disorders. Around 20% of the world population suffers from anxiety and as many as 47.7% of teenagers often feel anxious. High school students are prone to anxiety. Psychosocial stressor is any situation that causes a change in one's life so that he/she is forced to adapt or cope with stressors that arise. Changes in the learning environment has also become one of the trigger factors of anxiety and depression in high school students. This study aimed to obtain the difference of the degrees of anxiety and depression between high school male students and female students. This was a descriptive analytical study with a cross sectional design. All respondents’ achievement and levels of anxiety obtained from TMAS questionnaires were noted. In this study there were 144 selected respondents consisted of 74 female students and 70 male students; all were grade 1 students. The results showed that most male students did not experience anxiety (43 students; 61.42%). On the contrary, most female students experienced anxiety (57 students; 77.02%). Among the male students, most of them who did not experience anxiety had an average value between 80-90 meanwhile among the female students most of them who experienced anxiety had a value achievement of 80-90. Conclusion: There was no relationship between the level of anxiety and value of achievement among high school students in Kawangkoan. Keywords: homeostasis, psychosocial stressors, distorted perception. Abstrak: Kecemasan timbul akibat adanya respon terhadap kondisi stres atau konflik. Hal ini biasa terjadi bila seseorang mengalami perubahan situasi dalam hidupnya dan dituntut untuk mampu beradaptasi. Kecemasan merupakan gangguan mental terbesar. Diperkirakan 20% dari populasi dunia menderita kecemasan dan sebanyak 47,7% remaja sering merasa cemas. Siswa SMU rentan terhadap kecemasan. Stresor psikososial adalah setiap keadaan yang menyebabkan perubahan dalam kehidupan seseorang sehingga orang itu terpaksa beradaptasi atau menanggulangi stresor yang timbul. Perubahan lingkungan belajar juga menjadi salah satu faktor pencetus kecemasan dan depresi pada siswa SMU. Penelitian ini bertujuan untuk mengetahui perbedaan derajat kecemasan dan depresi antara siswa SMU laki-laki dan perempuan kelas 1 SMA Negeri 1 Kawangkoan. Jenis penelitian ini deskriptif analitik dengan desain potong lintang. Dari keseluruhan responden gambaran yang diamati meliputi nilai capaian siswa dan tingkat kecemasan yang diperoleh dari kuesioner TMAS. Dari hasil penelitian diperoleh 144 responden yang terdiri dari 74 siswa perempuan dan 70 siswa laki-laki dari siswa kelas 1. Sebagian besar remaja laki-laki tidak mengalami kecemasan yakni sebanyak 43 siswa (61,42%) sedangkan pada siswa perempuan sebagian besar mengalami kecemasan yakni sebanyak 57 siswa (77,02%). Pada remaja laki-laki jumlah terbanyak siswa Mamuaya, Elim, Kandouw: Gambaran antara tingkat... yang tidak mengalami kecemasan memiliki nilai rata-rata antara 80-90. sedangkan pada remaja perempuan yang memiliki jumlah kecemasan tertinggi berada pada nilai capaian 8 . Simpulan: Tidak ditemukan hubungan antara tingkat kecemasan dan nilai capaian studi pada siswa SMU kelas 1 SMA Negeri 1 Kawangkoan. Kata kunci: homeostasis, stresorpsikososial, distorsipersepsi

scholarly journals Emotional Intelligence and Its Relationship with Emotional Well-Being and Academic Performance: The Vision of High School Students

Children ◽  
2020 ◽  
Vol 7 (12) ◽  
pp. 310
Author(s):  
María Dolores Toscano-Hermoso ◽  
Carlos Ruiz-Frutos ◽  
Javier Fagundo-Rivera ◽  
Juan Gómez-Salgado ◽  
Juan Jesús García-Iglesias ◽  
...  
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
High School Students ◽  
Well Being ◽  
Three Dimensions ◽  
Physical And Mental Health ◽  
School Students ◽  
Cross Sectional ◽  
Academic Field

Emotional intelligence skills in students may be related with physical and mental health, within and outside the academic field. Strengthening these skills can lead to greater overall well-being, lower use of substances, and improved academic performance, as well as reduced aggressive behaviours. The objective of this study was to analyse the levels of emotional intelligence (differentiating between the dimensions: emotional Attention, Clarity, and Repair) among high school students and examine its relationship with academic performance and emotional well-being, considering if there are differences between boys and girls and between different grades. A cross-sectional descriptive study was developed on a sample of 333 High School students using the Trait Meta-Mood Scale (TMMS) and KIDSCREEN-10 Index tools. Differences in emotional intelligence were observed between boys and girls for the three dimensions, and a relationship between emotional intelligence and student well-being was appreciated. No relationships were found between emotional intelligence and academic performance, nor have any differences been observed between the different courses analysed. It cannot be concluded that academic performance is related to emotional intelligence, but a relationship between well-being and emotional intelligence is found.

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