A Study of the Relation between Mental health and Academic Performance of Students of the Islamic Azad University Ahvaz Branch

Bostani, Mehdi; Nadri, Amir; Nasab, Azami Rezaee

doi:10.1016/j.sbspro.2014.01.186

Cited by 27 publications

(22 citation statements)

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“…The results signified that students scoring above the cut-off for possible MDD (PHQ-9 score ≥ 10) have poorer academic performance. This is consistent with studies carried out by Bostani and colleagues [ 29 ] in 2014 and Eisenberg and colleagues [ 30 ] in 2009. Follow-up was conducted by the end of the semester (i.e.…”

Section: Discussionsupporting

confidence: 94%

“…Moreover, students meeting the criteria for possible generalized anxiety disorder (GAD) had lower GPA scores compared to students in the Non-GAD group. This is consistent with studies carried out by Bostani and colleagues [ 29 ] in 2014 and Eisenberg and colleagues, [ 30 ] in 2009. In contrast, some studies found that students with moderate levels of anxiety had better academic achievement [ 9 , 16 , 38 ] reflecting that appropriate degrees of anxiety concerning fear of failure could enhance self-motivation of students to perform better in different academic tasks.…”

Section: Discussionsupporting

confidence: 94%

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A longitudinal cohort study to explore the relationship between depression, anxiety and academic performance among Emirati university students

2020

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Background Many university students experience depression and anxiety, both of which have been shown to affect cognitive function. However, the impact of these emotional difficulties on academic performance is unclear. This study aims to determine the prevalence of depression and anxiety in university students in United Arab Emirates (UAE). It further seeks to explore the relationship between emotional difficulties and students’ academic performance. Methods This longitudinal study recruited 404 students (aged 17–25 years) attending one UAE university (80.4% response rate). At baseline, participants completed a paper-based survey to assess socio-economic factors and academic performance, including most recent grade point average (GPA) and attendance warnings. PHQ-9 and GAD-7 scales were used to assess depressive and anxiety symptoms. At six-month follow-up, 134 participants (33.3%) provided details of their current GPA. Results Over a third of students (34.2%; CIs 29.7–38.9%) screened for possible major depressive disorder (MDD; PHQ-9 ≥ 10) but less than a quarter (22.3%; CIs 18.2–26.3%) screened for possible generalized anxiety disorder (GAD; GAD-7 ≥ 10). The Possible MDD group had lower GPAs (p = 0.003) at baseline and were less satisfied with their studies (p = 0.015). The MDD group also had lower GPAs at follow-up (p = 0.035). The Possible GAD group had lower GPAs at baseline (p = 0.003) but did not differ at follow-up. The relationship between GAD group and GPA was moderated by gender with female students in the Possible GAD group having lower GPAs (p < 0.001) than females in the Non-GAD group. Male students in the Possible GAD group had non-significantly higher GPA scores. Higher levels of both depression and anxiety symptoms scores were associated with lower GPAs at baseline. PHQ-9 scores, but not GAD-7 scores, independently predicted lower GPA scores at follow-up (p = 0.006). This relationship was no longer statistically significant after controlling for baseline GPA (p < 0.09). Conclusion This study confirms previous findings that around a third of university students are likely to be experiencing a depressive disorder at any one time. Furthermore, it provides important evidence regarding the negative impacts of emotional difficulties on students’ academic performance. The results support the need to consider the mental health of students who are struggling academically and highlight the importance of signposting those students to appropriate support, including evidence-based therapies.

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Section: Discussionsupporting

confidence: 94%

Section: Discussionsupporting

confidence: 94%

A longitudinal cohort study to explore the relationship between depression, anxiety and academic performance among Emirati university students

2020

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“…High levels of anxiety have been shown to negatively influence student academic experiences in college (McKeachie 1984; Vitasari et al 2010). More specifically, anxiety has been shown to negatively affect student cognitive and affective outcomes (Bostani et al 2014; McKeachie 1984; Vitasari et al 2010). For example, a study on 106 college students enrolled in a general psychology course showed that anxiety can inhibit exam performance if it cannot be resolved in some way (McKeachie 1951).…”

Section: Introductionmentioning

confidence: 99%

The influence of active learning practices on student anxiety in large-enrollment college science classrooms

2018

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BackgroundOver the past decade, the prevalence of anxiety has increased among college-aged students and college counseling centers have become increasingly concerned about the negative impact of anxiety on students. While college in general can be stressful, college science classrooms have the potential to be especially anxiety-inducing because of the sometimes chilly and competitive environment of the class. Further, college science courses are increasingly being transitioned from traditional lecture to active learning where students take an active role in their learning, often through participating in activities such as clicker questions and group work. There is emerging evidence that suggests active learning activities may cause students to feel anxious, but no studies have thoroughly explored why active learning activities in science courses may increase students’ anxiety. Further, no studies have explored whether active learning activities can reduce students’ anxiety. In this exploratory interview study of 52 students enrolled in large-enrollment active learning college science courses, we investigate how three active learning practices, clicker questions, group work, and cold call/random call, increase and decrease students’ anxiety.ResultsStudents reported that clicker questions and group work had the potential to both increase and decrease their anxiety. The way the active learning activity is implemented and the extent to which students perceive they benefit from the activity seems to influence the effect of the activity on students’ anxiety. Conversely, students reported that cold call and random call only increased their anxiety. From our interviews, we identified the fear of negative evaluation, or the sense of dread associated with being unfavorably evaluated while participating in a social situation, as the primary construct underlying students’ high levels of anxiety associated with speaking out in front of the whole class when they do not volunteer.ConclusionThis study illustrates that active learning can both increase and decrease students’ anxiety depending on the way active learning is implemented. We hope that this study encourages instructors to create more inclusive active learning science courses by implementing active learning in ways that minimize students’ anxiety.

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“…The results of this study are also in accordance with the findings of Bostani et.al. 's research, which states that in general mental health and some of its components, such as depression and anxiety, have a significant relationship with educational performance, the higher one's mental health, the better performance (Bostani et al, 2014).…”

Section: Correlation and Contribution Of Teacher's Mental Health To Smentioning

confidence: 99%

Teacher’s Mental Health in Students Perspective and Its Contribution to Student’s Achievement of Islamic Religious Studies

Nurbaiti

2020

Tazkiya

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The purpose of this study is to determine teacher’s mental health according to student’s perspective and its contribution to student’s achievement in Islamic Religious Studies. The study was conducted at Azhari Elementary School of Jakarta and involved 52 students as research participants, with a stratified simple random sampling. This research used test and questionnaire as instruments to collect data. The data validity by correlation coefficient of point biserial (r pbi) and correlation coefficient of product moment (r xy). The data reliability by KR 21 and alpha cronbach (a). The results proved, the teacher’s mental health contributed 54 % to student’s achievement of Islamic religious studies. AbstrakTujuan dari penelitian ini adalah untuk mengetahui tentang kontribusi kesehatan mental guru dalam perspektif siswa terhadap prestasi belajar Pendidikan Agama Islam. Penelitian ini dilakukan di SD Azhari Cilandak Jakarta dengan menggunakan sampel sebanyak 52 siswa. Teknik pengambilan sample dengan stratified simple random sampling. Instrument yang digunakan adalah tes dan angket. Validitas data yang digunakan adalah koefisien korelasi point biserial (rpbi) dan koefisien korelasi produk momen (rxy). Reliabilitas data dilakukan dengan menggunakan KR 21 and alpha cronbach (a). Hasil penelitian menunjukkan bahwa kesehatan mental guru memberikan kontribusi sebesar 54 persen terhadap prestasi belajar siswa.

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A Study of the Relation between Mental health and Academic Performance of Students of the Islamic Azad University Ahvaz Branch

Cited by 27 publications

References 2 publications

A longitudinal cohort study to explore the relationship between depression, anxiety and academic performance among Emirati university students

A longitudinal cohort study to explore the relationship between depression, anxiety and academic performance among Emirati university students

The influence of active learning practices on student anxiety in large-enrollment college science classrooms

Teacher’s Mental Health in Students Perspective and Its Contribution to Student’s Achievement of Islamic Religious Studies

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