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 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.

Is age of menarche among school girls related to academic performance?

2017 ◽  
Vol 31 (2) ◽  
Author(s):  
Radhia Al-Mathkoori ◽  
Ula Nur ◽  
Abdullah Al-Taiar
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Cross Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
Menarcheal Age ◽  
School Girls ◽  
The Mean ◽  
Age Of Menarche

Abstract Background There is strong evidence that the mean age of menarche has declined over the last few decades in developed and developing countries. This is of a major concern because of its enormous public health implications. This study aimed to estimate the age of menarche in Kuwait and investigate the association between menarcheal age and academic performance among high school girls in Kuwait. Methods A cross-sectional study was conducted on randomly selected female high school students from private and public high schools in all governorates in Kuwait. Data on the age of menarche were collected by self-administered questionnaire from the students, while data on academic performance were extracted from the students’ academic records. Results Of the 907 students we selected, 800 (88.2%) responded. The mean age of menarche was 12.33 [95% confidence interval (CI) 12.18–12.49] years. There was no evidence for significant association between age of menarche and students’ academic performance before or after adjusting for potential confounders. Conclusion The calculated age of menarche among contemporary girls in Kuwait is similar to that of the girls in industrialized countries. Early menarcheal age is unlikely to lead to adverse behavior that may affect academic performance in our setting.

scholarly journals High school students’ academic performance associated with psychological aspects, body practices and physical activity

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Guilherme da Silva Gasparotto ◽  
Aline Bichels ◽  
Thaynara do Prado Szeremeta ◽  
Gislaine Cristina Vagetti ◽  
Valdomiro de Oliveira
Keyword(s):  
Physical Activity ◽  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Extracurricular Activities ◽  
Self Concept ◽  
School Students ◽  
The Mean ◽  
Body Practices ◽  
Academic Self Efficacy

The objective of this study was to verify the association of psychological factors and body practices with the academic performance of high school students. A sample of 330 students participated, made up of 167 girls and 163 boys. Likert scale instruments were used for collecting information on self-concept, and on general and academic self-efficacy. Time spent on moderate to vigorous physical activity was recorded, and so was participation in several types of body practices, such as sports, dances, martial arts, performing arts, and systematic physical exercises. Academic achievement was referred to from the students' grades on regular subjects. Linear regression analysis was used for verifying the association of independent variables with academic performance. The adjusted regression model explains between 7% and 36% of academic performance variance, whereas Self-Concept explains academic performance on six of the twelve subjects, and the mean of the grades, with Beta values between 0.13 (p = 0.02) for Sociology and 0.28 (p <0.01) for Mathematics. Academic self-efficacy explained performance on eleven subjects and the mean of the grades, with Beta values between 0.21 (p <0.01) for Physical Education and Philosophy, and 0.44 (p <0.01) for Biology. Participation in extracurricular activities involving body practices explained academic performance on six subjects and the mean of the grades, with Beta values between 0.14 (p = 0.02) for Sociology and 0.31 (p <0.01) for Arts. The studied psychological variables and participation in projects concerning body practices during extracurricular activities correlated with academic achievement as to several school subjects, and with the mean of the grades.

scholarly journals A Study of Fast Foods Consumption Attitude among Secondary High School Students, Ardakan, Yazd, Iran

2019 ◽  
Author(s):  
Shokooh Fazelpour ◽  
Narjes Hoseini ◽  
Zahra Farzaneh ◽  
Farimah Shamsi ◽  
Farzaneh Sardari ◽  
...  
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Fast Food ◽  
Attitude Score ◽  
School Students ◽  
Cross Sectional ◽  
Fast Foods ◽  
Nutritional Habits ◽  
The Mean

Introduction: Healthy and nutritional habits are formed and consolidated during adolescence. So this research has been done in Ardakan-Yazd province on high school students' attitude to fast food use. Methods: In this cross-sectional descriptive study, 200 students have been chosen by stratified sampling method and the data was collected by a questionnaire which approved its reliability and validity. All the descriptive data has been analyzed by SPSS 16 software through Chi-square experiment and ANOVA tests.  Results: The results of the experiment determined that 55% of the students were female, and 93% were single. The students' BMI was as follow: 22% thin (BMI< 18.5) 56% normal (18.5≤ BMI< 25) 14.5% overweight (25≤ BMI< 30) 6.5% fat (obese) (BMI ≥30).The female has a positive attitude to fast foods (P= 0.03). The mean attitude score for eating fast food in 17-18 years old group was more than 15-16 years old students (P= 0.001). The mean attitude score also showed that the single students were more eager to eat fast foods than the married students (P= 0.001) Conclusion: Most of the people who use fast foods are low educated, teenagers, youth and singles. On the other hand, social media like TV and radio and family has a significant effect on correct nutritional habits. So improving family's attitudes and educating students and teachers by social media can help in transferring data to the students and their teachers.

scholarly journals Evaluation of Nomophobia and Loneliness in High School Students in Turkey

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Kılınç ◽  
C Çam ◽  
A Ünsal ◽  
D Arslantaş
Keyword(s):  
High School ◽  
High School Students ◽  
Real Life ◽  
Public Health Issue ◽  
Study Group ◽  
School Students ◽  
Cross Sectional ◽  
Loneliness Scale ◽  
Advanced Analysis ◽  
The Mean

Abstract Background Nomophobia, short for “no mobile phone phobia”, is defined as having an involuntary and unreasonable fear when the mobile device is unreachable or uncommunicable. Students who are going through the puberty are vulnerable to nomophobia. In the study we aimed to evaluate nomophobia and loneliness levels of high school students. Methods This cross - sectional study was conducted in the first academic semester of 2018 and 850 high school students in Eskisehir constituted the study group. To evaluate the nomophobia levels of the students, Nomophobia Questionnaire (NMP-Q) and to evaluate the loneliness levels, UCLA Loneliness Scale was used. The questionnaire prepared in accordance with the literature was filled out by the students under the observation of the researchers. Mann Whitney U, Kruskal Wallis, Spearman Correlation analyses and Multiple Linear Regression was used. P values less than 0.05 was accepted as statistically significant. Results In the study group, 429 (50.5%) were female and 421 (49.5%) were male and their ages ranged from 13 to 19, the mean age (SD) was 15.66 (1.18) years. The mean score (SD) obtained from NMP-Q was 54.92 (14.87) while the mean score (SD) obtained from UCLA loneliness scale was 13.95 (4.60). Advanced analysis showed that; in females, in those who first used smartphone before the age of 13 and in those who have more friends on social medias than in real life nomophobia levels were higher. It was also found that the students' nomophobia levels increase with the the number of times they check their phones and the amount of time they spent on their smart phones (F = 28.424, P &lt; 0.001, R²=0.213). There was a positive weak correlation between nomophobia and loneliness levels (r = 0.353, p = 0.001). Conclusions It was concluded that nomophobia is an important public health issue among adolescents. Factors that can be changed, such as phone use habits and loneliness was important determinants for nomophobia. Key messages Nomophobia may affect the adolescents’ daily but most importantly school life negatively. It might be helpful to plan education programs to raise awareness among the students, parents and teachers for reducing the nomophobia.

scholarly journals Personal Profiles, Family Environment, Patterns of Smartphone Use, Nomophobia, and Smartphone Addiction across Low, Average, and High Perceived Academic Performance Levels among High School Students in the Philippines

2021 ◽  
Vol 18 (10) ◽  
pp. 5219
Author(s):  
Danilo B. Buctot ◽  
Nami Kim ◽  
Sun-Hee Kim
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Family Environment ◽  
The Philippines ◽  
Smartphone Addiction ◽  
School Students ◽  
Cross Sectional ◽  
Frequency Of Use ◽  
Smartphone Use

(1) Background: Problematic smartphone use in adolescents has become a major concern among parents and educators. This study aimed to determine the factors associated with, and the predictors of, low, average, and high perceived academic performance (PAP). (2) Methods: Descriptive and comparative analyses were employed in this cross-sectional study among 3374 Filipino high school students through an online Google forms survey. (3) Results: We found that age, grade level, father’s education, time spent daily on weekends, frequency of use on weekdays, purpose of use, nomophobia (NMP), and smartphone addiction (SA) were significantly associated with low PAP, while frequency of use on weekends and type of internet access had a significant association with high PAP. Gender was a significant predictor of low, average, and high PAP. Father’s education and SA were also significant predictors for both low and average PAP. (4) Conclusions: This study shows the significant association between personal profiles, family environment, patterns of smartphone use, NMP, and SA contributing to a significant impact on Filipino high school students’ PAP. This suggests that proper guidelines for smartphone use should be provided at home and in school settings to raise awareness of the adverse effects of SA on students’ 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 academic motivation in high school students with adequate grade point average

Nova Scientia ◽  
2020 ◽  
Vol 12 (24) ◽  
Author(s):  
Norma Amador-Licona ◽  
Juan Manuel Guízar-Mendoza ◽  
Irma Briceño-Martínez ◽  
Biviana Alexandra Rodríguez-Bogarín ◽  
Luis Manuel Villegas-Elizarrarás
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
High School Students ◽  
Stress Management ◽  
Grade Point Average ◽  
Academic Motivation ◽  
School Students ◽  
Grade Point ◽  
Emotional Quotient

Introduction: In many populations and school grades, the academic performance has been compared in students according to their sex. Emotional intelligence has been related to academic performance, however even in students with adequate grade point average, this and other variables such as motivation, could be involved. The objective was to evaluate the relationship between emotional intelligence and academic motivation in men and women students with adequate grade point average.Method: We performed a cross sectional study in 119 high school students (75 women and 44 men) from the Universidad De La Salle Bajio. The Emotional Quotient Inventory in its Version for Adolescents was applied. In each participant the average educational school level and academic performance was obtained.Results: In women higher grade point average and academic performance but lower stress management and general mood than in men were found. Academic motivation (r=0.24; p= 0.008), stress management (r=0.18; p= 0.05), adaptability (r=0.19; p= 0.03) and total emotional quotient (r=0.19; p= 0.03) were positively related to academic performance, while age was negative related to academic performance (r=-0.23; p= 0.01). Academic motivation was the only variable related to both, grade point average (r=0.21; p= 0.02) and academic performance in the entire group. In men, no variables related to grade point average were found. However, academic motivation (r=0.35; p= 0.02), interpersonal intelligence (r=0.33; p= 0.02), stress management (r=0.32; p= 0.03), adaptability (r=0.52; p= 0.0001), general mood (r=0.40; p= 0.006), positive impression (r=0.31; p= 0.04) and total emotional quotient (r=0.43; p= 0.003) were all positively related to academic performance. In women only stress management was related to grade point average and academic performance (r=0.23 and r= 0.24; p=0.04 in both cases), respectively.Discussion or Conclusion: The results show higher academic performance in women than in men, even in those students with adequate academic performance. Emotional intelligence participates in different mode by sex in high school students and only stress management seems to be related to academic performance in women. So, these results are useful to focus on programs and counselling in this population to increase emotional competences and academic motivation.

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