scholarly journals The problems during choice of profession and comparison of these problems with anxiety and depression in final year of high school students

2014 ◽  
Vol 41 (1) ◽  
pp. 187-190 ◽  
Author(s):  
Veysel Kars ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Anxiety And Depression ◽  
School Students

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 The associations between smart device use and psychological distress among secondary and high school students in Kuwait

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0251479
Author(s):  
Ali Jasem Buabbas ◽  
Huda Hasan ◽  
Mohammad Abbas Buabbas
Keyword(s):  
High School ◽  
High School Students ◽  
Psychological Distress ◽  
School Performance ◽  
Categorical Variables ◽  
Smart Devices ◽  
Anxiety And Depression ◽  
Smart Device ◽  
School Type ◽  
School Students

Background Smart devices (SDs) are widely used among adolescents. Numerous studies have recommended further research on this topic to find out the prevalence of SD overuse among school students and to what extent this is associated with psychological distress. The present study aimed to investigate the pattern of SD use among secondary and high school students in the state of Kuwait, as well as the possible associations with psychological problems, weight, physical activity, and school performance. Materials and methods The correlational study design aimed to survey students from public schools by using a questionnaire and valid instruments, which included: Smartphone Addiction Scale–Short Version (SAS-SV) and Stress, Anxiety, and Depression Scale–(DASS-21). Pearson’s correlation coefficient, t-tests, one-way ANOVA were applied to find associations or significant differences between the categorical variables, in which p < 0.05 was considered statistically significant. Results The study included 1,993 students from secondary schools (48.9%) and high schools (51.1%), of which 47.5% were male and 52.5% were female. There were significant statistical differences in the pattern of use of SDs, addiction to SD use, stress, anxiety, and depression according to gender, school type, school performance, and sport engagement. In addition, there were positive correlations between students’ addiction to SD use and stress, anxiety, and depression. Conclusions The findings suggest that excessive SD use is associated with addiction among secondary and high school students. In addition, levels of stress, anxiety, and depression differ according to the number of hours of SD use. Strategies should be developed at the community and school levels to avoid the overuse of SDs among school-aged students.

scholarly journals Comparison of YouthCHAT, an Electronic Composite Psychosocial Screener, With a Clinician Interview Assessment for Young People: Randomized Controlled Trial (Preprint)

2019 ◽  
Author(s):  
Hiran Thabrew ◽  
Simona D'Silva ◽  
Margot Darragh ◽  
Mary Goldfinch ◽  
Jake Meads ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
New Zealand ◽  
Young People ◽  
Psychosocial Problems ◽  
Anxiety And Depression ◽  
School Students ◽  
Detection Rates ◽  
Face To Face ◽  
School Based

BACKGROUND Psychosocial problems such as depression, anxiety, and substance abuse are common and burdensome in young people. In New Zealand, screening for such problems is undertaken routinely only with year 9 students in low-decile schools and opportunistically in pediatric settings using a nonvalidated and time-consuming clinician-administered Home, Education, Eating, Activities, Drugs and Alcohol, Sexuality, Suicide and Depression, Safety (HEEADSSS) interview. The Youth version, Case-finding and Help Assessment Tool (YouthCHAT) is a relatively new, locally developed, electronic tablet–based composite screener for identifying similar psychosocial issues to HEEADSSS OBJECTIVE This study aimed to compare the performance and acceptability of YouthCHAT with face-to-face HEEADSSS assessment among 13-year-old high school students. METHODS A counterbalanced randomized trial of YouthCHAT screening either before or after face-to-face HEEADSSS assessment was undertaken with 129 13-year-old New Zealand high school students of predominantly Māori and Pacific Island ethnicity. Main outcome measures were comparability of YouthCHAT and HEEADSSS completion times, detection rates, and acceptability to students and school nurses. RESULTS YouthCHAT screening was more than twice as fast as HEEADSSS assessment (mean 8.57 min vs mean 17.22 min; mean difference 8 min 25 seconds [range 6 min 20 seconds to 11 min 10 seconds]; <italic>P</italic>&lt;.01) and detected more issues overall on comparable domains. For substance misuse and problems at home, both instruments were roughly comparable. YouthCHAT detected significantly more problems with eating or body image perception (70/110, 63.6% vs 25/110, 22.7%; <italic>P</italic>&lt;.01), sexual health (24/110, 21.8% vs 10/110, 9.1%; <italic>P</italic>=.01), safety (65/110, 59.1% vs 17/110, 15.5%; <italic>P</italic>&lt;.01), and physical inactivity (43/110, 39.1% vs 21/110, 19.1%; <italic>P</italic>&lt;.01). HEEADSSS had a greater rate of detection for a broader set of mental health issues (30/110, 27%) than YouthCHAT (11/110, 10%; <italic>P</italic>=.001), which only assessed clinically relevant anxiety and depression. Assessment order made no significant difference to the duration of assessment or to the rates of YouthCHAT-detected positive screens for anxiety and depression. There were no significant differences in student acceptability survey results between the two assessments. Nurses identified that students found YouthCHAT easy to answer and that it helped students answer face-to-face questions, especially those of a sensitive nature. Difficulties encountered with YouthCHAT included occasional Wi-Fi connectivity and student literacy issues. CONCLUSIONS This study provides preliminary evidence regarding the shorter administration time, detection rates, and acceptability of YouthCHAT as a school-based psychosocial screener for young people. Although further research is needed to confirm its effectiveness in other age and ethnic groups, YouthCHAT shows promise for aiding earlier identification and treatment of common psychosocial problems in young people, including possible use as part of an annual, school-based, holistic health check. CLINICALTRIAL Australian New Zealand Clinical Trials Network Registry (ACTRN) ACTRN12616001243404p; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=371422.

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.

Prevalence of anxiety and depressive symptoms in a high-school students population

1994 ◽  
Vol 9 (1) ◽  
pp. 19-26 ◽  
Author(s):  
N Angelopoulos ◽  
M Economou
Keyword(s):  
High School ◽  
High School Students ◽  
Depressive Symptoms ◽  
Depression Scale ◽  
Anxiety Scale ◽  
Self Report ◽  
Anxiety And Depression ◽  
School Students ◽  
Diagnostic Certainty ◽  
Very High

SummaryThe purpose of the present study was to examine the prevalence of symptoms of anxiety and depression reported by high-school students of a Greek provincial town. One thousand and eighty students (587 males and 497 females) of the 10th, 11th, and 12th grades completed among other psychometric instruments, the DSSI/sAD (Delusions Symptoms States Inventory/states of Anxiety and Depression) an inventory measuring symptoms of anxiety and depression. On the anxiety scale 24.5% of males and 56.4% of the females reported scores above the cut-off point, whereas 10.3% of males and 30.9% of females were very high scorers. On the depression scale, 33.4% of males and 60.6% of females reported scores above the cut-off point, whereas 13.9% of the boys and 31.1% of girls reported very high scores. Both boys and girls reported more elevated scores on the depression scale but the sex differences were more pronounced on the anxiety scale particularly in the group of high scorers. A weak positive relationship between age and dysthymic symptoms was detected in females. The findings encourage discussion on topics regarding not only the prevalence of anxiety and depressive symptoms in adolescence, but also the gender differences detected, the relationship between age and mood disorders in adolescence, the degree of diagnostic certainty of the self-report instrument used and the possible meaning of the low, medium, and high scores reported by the participants. It is proposed that data of this kind may be of some value in future comparative studies regarding small European cities.

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

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