Depression Thesis
Depression Thesis
Depression Thesis
Chapter 1
INTRODUCTION
A student may experience mental health problem due to academic related
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
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).
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
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%
Tylor, 2005).
serious health problem among the student population (Ibrahim, Kelly, Adams &
Glazebrook, 2013).
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
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
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
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,
level.
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.
Chapter 2
RELATED LITERATURE
A brief review of related studies about relationship between depression and
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
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).
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
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
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).
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
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).
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
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
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.
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
In terms of students’ age, some studies in particular looked at the relationship between age and
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
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
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.
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
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.,
AND ADOLESCENTS
Depression in preschool children is very rare, with a prevalence rate of less than 1% of the
stress, noncompliance, and irritability, rather than the symptoms shown in late childhood and
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.
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
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
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
3.2 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.
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.
Questionnaire being and important instrument for this purpose. The questionnaires were
prepared for the students and consisted 16 questions and distributed among 50 students.
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.
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
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.
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.
% 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
% 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.
% 80 20
Table no. 4.5 shows that the Concentration Problems for 80 % students while it is no
Concentration Problems for 20 % students.
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
% 76 24
Table no. 4.7 indicates that Suicide Attempts by 76 % students while 24 % student having no
Suicide Attempts.
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
% 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
% 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
% 66 34
Table no. 4.11 shows that the Attention problem for 66 % students while it is not a Attention
problems for 34 % students.
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.
% 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.
% 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.
% 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
% 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
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
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
5.2 FINDINGS
1. Table No. 4.1 shows that memory problem for 70 % students while it is not a
2. Table No. 4.2 indicates that Feeling of hopelessness for 90 % students while it
3. Table no. 4.3 indicates that Feelings of helplessness for 84 % students while it
5. Table no. 4.5 shows that the Concentration Problems for 80 % students while it
6. Table no. 4.6 shows that the Depressed Mode for 90 % students while it is not
8. Table no. 4.8 indicates that Low self-esteem for 90 % students while it is not a
9. Table no. 4.9 indicates that Difficulty making decisions is not 76 % students
10. Table no. 4.10 indicates that Negative attribution style for 86 % students while
11. Table no. 4.11 shows that the Attention problem for 66 % students while it is
12. The above table no. 4.12 shows that 88 % of Negative effect students, while 12
13. Table no. 4.13 shows that internal locus of control for 78 % students, while it is
14. Table no. 4.14 indicates that Negative view of self for 96 % students while it is
15. Table no. 4.15 indicates that Decreased school performance for 60 % students
5.3 CONCLUSION
depression not only benefit from mental health services but can greatly benefit from
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
5. Concentration Problems
6. Depressed Mode
7. Suicide Attempts
8. Low self-esteem