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THE LEVELS OF ANXIETY AND DEPRESSION TENDENCY OF THE

SENIOR HIGH SCHOOL STUDENTS OF THE UNIVERSITY
OF THE IMMACULATE CONCEPTION

Nathalie Mae Pulido, Claire Hernandez, and Ruby Michelle Harina

University of the Immaculate Conception

ABSTRACT

Anxiety and depression can be found everywhere, especially in students. Thus,

people may have no idea whether it is happening in a specific setting or not. The
study was conducted for the purpose of knowing if senior high school students
from the University of the Immaculate Conception have the tendency in
experiencing anxiety and depression. Moreover, it also attempted to measure the
significant relationship exists. The researchers used descriptive-correlation as its
design. The research took place in the University of the Immaculate Conception,
Our Lady of Peace Building, Bajada Campus, Davao City. In this investigation,
adapted survey questionnaire was used which was validated by Psychologists.
The statistical tools used were frequency count, percentage, mean, standard
deviation, t-test, and Pearson-r. The result of the study shows that anxiety and
depression tendencies are evident on senior high school students in UIC.
Consequently, there is a high tendency that students have anxiety based on the
overall mean compared to the levels of depression and the students who
experienced anxiety may have a higher chance to fall into depression which
makes each other significantly related.

Keywords: Anxiety, Depression Tendency, Senior High School, Quantitative,

Descriptive-correlation, Psychology, Region XI, Davao City

INTRODUCTION

Background of the Study

Anxieties come from various forms in our lives and may lead to
complications like depression tendencies and although these mental health
disorders cause deep damage, they can also be healed through seeking
professional help. The predicament is that most people lack awareness and are
ignorant about the said disorders. Some might see these disorders as futile and
petty. These lead to people ignoring symptoms and just not deal with the sickness
until it is too late. According to the World Health Organization (2007) on average,
almost 3000 people commit suicide every day. Most cases of suicide are of
people seeking for help but are not warranted with it and because of the lack of
knowledge and responsiveness of our society and although the number
advocacies that promote awareness about mental health disorders are
overwhelming it is still not providing the expected results that is why this study
would promote not just awareness in society but also with one’s self.
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Getting good grades, great performances at work, interacting with peers

and even playing sports may not show signs of depression or anxiety of a person.
People often make themselves busy to avoid sadness or anxiety, but when they
reach their home, it is a completely different perspective. High-functioning
illnesses are inflicted to people who force themselves to say that “everything is
okay” when they themselves know it is not. Panic attacks may occur without their
peers noticing. Mental illness affects each person differently. Not everyone suffers
the way one person suffers. The problem with mental illnesses is that it is silent, it
cannot be seen and can be easily covered with a mask (Kordana, 2016).

In the Philippines, Filipinos often say positive responses to people who say
that they cannot take it anymore. Their optimistic words involve “kaya pa” or “okay
pa,” phrases that show strength. The same cannot be said about Mela Cervantes-
Abrera from Manila. Mela battles with depression and bipolar disorder. She is a
mother, wife, daughter and advocate. The 28-year old often has episodes in which
she inflicts self-harm which is dangerous for her child. She was stronger however
because she went to see a psychiatrist. According to Mela, depression is a
condition that can be fully understood by those who also suffer from it. She
created a cyber-sanctuary for those going through what she went through. The
online support group is called the Anxiety and Depression Support Philippines
(ADSP). The people included empathize with others and try to help them
(Romero, 2015).

Depression has been a case that is been going on for years, but no one
has talked about it openly and seriously. With the recent events occurring
throughout Davao, mental health is as problematic as ever. Dr. Abdullah
Dumama, a member of the Department of Health, had confirmed that people from
Marawi or those close to Lanao del Sur are suffering from depression. Experts
and psychiatrists have been sent out to aid the evacuees in coping up with the
stress of losing their home (Cayon, 2017).

In Davao City, it is reported that an out-of-school youth committed suicide

due to depression. The 20-year old jumped off from the 5th floor of the mall in
Davao. The victim was from Barangay Sasa, and fell to depression due to the fact
that his father got sick after knowing that their mother left them. City Health Officer
Dr. Josephine Villafuerte called on those who felt depressed and who seek help.
Rheyn Mark S. Tubato was the 4th victim of suicide jumping, one victim survived
after being tangled using net last in November 4, 2015 (Compio, 2017).

There have been various attempts to instill awareness regarding the

disorders that students’ mental health suffers and because there are still people
who see these disorders as challenging, there are still people who fear to be
diagnosed with these. This study aims to provide awareness to everybody that
these disorders are real and should be taken seriously, this study could also
become an opportunity for the students of the University of the Immaculate
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Conception to become more self-aware of their feelings and the possibility of them
having various levels of anxiety or depression tendencies.

The importance of promoting awareness amongst students of the said

institution is vital especially because in the country these mental illnesses are not
taken seriously and are often times passed as just whiney dilemmas of entitled
teenagers. There is a need for people to acknowledge the existence of these
sicknesses so that they may be able to help those who are suffering and could
possibly trim the number of people who commit suicide every day.

Beneficiaries from this research include those who work in the guidance
counseling office in schools, teachers, parents, and those students who suffer
from anxiety and depression as well. They may be able to understand those who
suffer, better and help one another with sufficient knowledge in how to handle
these situations.

Statement of the Problem

The study aimed to determine the levels of anxiety and depression tendency
among the Senior High School (SHS) students of the University of the Immaculate
Conception (UIC). Furthermore, it attempted to measure whether there is a
significant relationship among anxiety and depression. Thus, it seeks to answer
the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1. Sex
1.2. Financial Status

2. What is the level of anxiety of SHS students of UIC?

3. What is the level of depression tendency of SHS students of UIC?

4. Is there a significant difference in the level of anxiety among SHS students

when they are grouped according to:
4.1. Sex
4.2. Financial Status

5. Is there a significant difference in the level of depression tendency among

SHS students when they are grouped according to:
5.1. Sex
5.2. Financial Status

6. Is there a significant relationship between the levels of anxiety and

depression tendency among the SHS students of UIC?

Theoretical Framework
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This is anchored on the theory of Hopelessness by Abramson (1978).

Hopelessness theory was created by Abramson and his colleagues in the year
1978. Their theory states that individuals who were likely to suffer depression
were involved in three phases: it could be internal or external, stable or unstable,
and global to specific. With this, they proposed that a negative life event will result
in them responding in a way that risks them in becoming depressed. This theory
proposes that repetitive negative events and uncontrollable environments are
considered as inescapable, thus creating the fear of being helpless (Liu, Kleiman,
Nestor, Cheek, 2015). Teenagers who get bullied often experience depression.
With the hopelessness theory, it signifies that the often that they are being teased
on, they would feel the sense of loneliness and helplessness.

The second theory that is based on the study is the Behaviorist Theory by
Watson (1910). John B. Watson founded the Behaviorist Theory, also known as
simply behaviorism. It is a learning theory that focuses on objectively observable
behaviors and does not include any independent activities of the mind. They
define learning as nothing more than acquiring of new behavior based on
environmental conditions. One type of conditioning under behaviorist theory is the
operant conditioning. In which the response of a subject is reinforced (Philips and
Soltis, 2011).

Behaviors like that are dysfunctional or unhelpful and depression is

learned. These behaviors are expressed by those who sense that they do not
receive positive feedbacks like before. They have a higher state of self-awareness
that often lead to them to criticizing themselves (Nemade, 2007).

Conceptual Framework
Independent Variable Dependent Variable
The Levels of Anxiety of the The Levels Depression
SHS Students in UIC Tendency of the SHS
Students of UIC
Poor Performance
Behavioral Problems Social Anxiety
Low Self-Esteem

Moderating Variable

Profile of the respondents

Sex
Financial Status

Figure 1. Conceptual Framework of the Study

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Figure 1 shows the Independent Variable which is the level of Anxiety with
indicators and because you cannot have depression without first experiencing
anxiety. Depression is the Dependent Variable because it is only a possibility
whether the students will experience depression after experiencing anxiety. Both
anxiety and depression relate with one another and give off information relating to
each other. The Moderating Variable are the profile of the respondents because
they will give off the result of the study based on their answers in the survey. Sex
and financial status was also needed because it is one of the indicators.

Review of Related Literature

The review of related literature of this research will be discussing the
relevant literature connected with the study regarding levels of anxiety and
depression tendency of senior high school students. This part of the study
accounts the works that has been published on a topic by accredited scholars and
researchers.

Anxiety of Students
Tension can be extreme for anybody to manage, however include the
tornado of changes that accompany immaturity, and uneasiness can feel like a
nosy personality hoard that invests an abundant excess energy pressing,
shocking and overpowering anybody it arrives on. On the off chance that tension
is making a hazard of itself, fortunately there are approaches to take it back to
sufficiently little. To begin with however, it is imperative to comprehend the
indications of nervousness and where they originate from. When you comprehend
this, uneasiness will begin to lose the power that originates from its puzzle and its
unusualness. Individuals with nervousness will be a portion of the most grounded,
most agreeable, boldest individuals any of us will know. Tension and valor
dependably exist together. Fearlessness does not mean you never get frightened
– in case you are not terrified, there is no should be overcome. What fearlessness
implies is that you are driving up against your edges. It does not make a
difference where the edges are. They will be diverse for everybody. The fact is
that bravery is tied in with feeling them and making a push to travel through them
– and individuals with tension do it constantly. Nervousness happens on the
grounds that your cerebrum thinks there may be risk, notwithstanding when there
is no threat by any stretch of the imagination. Brains are shrewd, however they
would all be able to peruse things somewhat wrong some of the time (Young,
2017).

Uneasiness can be something to be thankful for when it encourages you

manage a strained circumstance. For instance, when you're considering for a test,
a little tension can influence you to need to contemplate hard so you do well. Be
that as it may, at different circumstances, nervousness can be unsafe, particularly
when it is over the top and nonsensical, and keeps you from having the capacity
to center. Some of the time the uneasiness can separate you and your
companions, particularly when you abstain from going out with them or calling
them since you are excessively terrified or tense. This level of tension is hurtful
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and that is the point at which you have to accomplish a remark less on edge so
you can completely make the most of your adolescent life (WebMD, 2016).

For the vast majority, tension and youthfulness go as an inseparable unit.

Youthfulness is a period of progress real change, mental change, changing
associations with companions and guardians, evolving objectives, interests,
expectations and dreams and going with these progressions is an immense
potential for anxiety. This article will talk about the numerous potential reasons for
uneasiness, the basic sorts of tension youngsters and the signs and indications to
look for, and the most secure medications for high school nervousness (Calm
Clinic, 2017).

Nervousness alludes to the cerebrum reaction to risk, boosts that a living

being will effectively endeavor to dodge. This mind reaction is an essential feeling
officially show in earliest stages and youth, with articulations falling on a
continuum from mellow to extreme. Nervousness is not commonly neurotic as it is
versatile in numerous situations when it encourages shirking of peril. Solid cross-
species parallels—both in living beings' reactions to risk and in the fundamental
cerebrum hardware drew in by dangers—likely mirror these versatile parts of
anxiety.

One successive and set up conceptualization is that uneasiness ends up

plainly maladaptive when it meddles with working, for instance when related with
shirking conduct, well on the way to happen when tension turns out to be
excessively visit, serious, and persistent. Thus, obsessive nervousness at any
age can be described by holding on or broad degrees of tension and evasion
related with subjective trouble or disability. The separation amongst ordinary and
neurotic tension, in any case, can be especially troublesome in youngsters since
kids show many feelings of dread and nerves as a feature of run of the mill
advancement. In spite of the fact that these marvels may be intensely upsetting,
they happen in most youngsters and are commonly transient. For instance,
detachment tension normatively happens at 12 to year and a half, feelings of
dread of thunder or lightning at 2 to 4 years, et cetera. Therefore, given that such
nervousness happens in most kids and regularly does not persevere, trouble, all
by itself, speaks to a lacking rule for recognizing among typical and obsessive
tension states in youngsters.

This issue makes one of kind difficulties when attempting to recognize

among ordinary, subclinical, and neurotic nervousness states in kids. Different
difficulties in the appraisal of youth fears and nervousness are that youngsters at
more youthful ages may experience issues in conveying discernment, feelings,
and shirking, and additionally the related misery and weaknesses, to the
diagnostician since they may do not have the subjective abilities used to impart
data indispensable to the utilization of the demonstrative arrangement framework.
In this manner, formative contrasts (eg, discernment, dialect abilities, enthusiastic
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comprehension) must be painstakingly considered while surveying nervousness in

youngsters to settle on an analytic choice (Beesdo, Knappe, Pine, 2009).

The predominance of any tension issue in adolescent’s ranges from 2% to

4%, with 6-and year evaluates between 10% to 20%, and lifetime assesses just
marginally higher.1 Anxiety issue are normal in preschool youngsters, and they
take after examples like those in more seasoned kids. The effect of nervousness
side effects in youthful kids might be clinically huge regardless of the possibility
that full criteria are not met.

One uneasiness issue is frequently comorbid with another nervousness

issue, and in addition with other mental issue—particularly misery and
consideration shortfall/hyperactivity issue (30%). Tension regularly goes before
discouragement; the co-event of uneasiness and despondency increments with
age and is related with more noteworthy impedance. Moreover, the nearness of
tension issue in youth expands the danger of manhandling liquor in puberty
(Connolly, Sonali, Nanayakkara, 2009).

Depression of Students
Teenage depression is a genuine emotional well-being issue that causes a
persevering sentiment trouble and loss of enthusiasm for exercises. It influences
how your youngster considers, feels and carries on, and it can cause passionate,
useful and physical issues. In spite of the fact that melancholy can happen
whenever in life, indications might be diverse amongst youngsters and grown-ups.
Issues, for example, peer weight, scholastic desires and changing bodies can
bring a great deal of high points and low points for adolescents. Be that as it may,
for a few adolescents, the lows are something other than transitory emotions —
they're a manifestation of gloom. Teenage depression despondency is not a
shortcoming or something that can be overwhelmed with self-discipline — it can
have genuine results and requires long haul treatment. For most adolescents,
sorrow indications ease with treatment, for example, drug and mental guiding
(Mayo Clinic, 2017).

Adolescents encounter melancholy in a way fundamentally the same as

grown-ups, however they may encounter their feelings all the more strongly and
with more noteworthy instability. Feeling down about a relationship issue or an up
and coming exam is ordinary. Feeling down for quite a long time at any given
moment for no specific reason, be that as it may, might be an indication of
undiscovered melancholy. Discouraged youth regularly have issues at home.
Much of the time, the guardians are discouraged, as sadness tends to keep
running in families. In the course of recent years, dejection has turned out to be
more typical and is presently perceived at progressively more youthful ages. As
the rate of misery rises, so does the high school suicide rate. Remember that the
conduct of discouraged youngsters and adolescents may contrast from the
conduct of discouraged grown-ups. The attributes differ, with most kids and
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teenagers having extra mental issue, for example, conduct issue or substance
manhandle issues (Farmingham, 2016).

Depression is a standout amongst the most widely recognized mental issue

in the U.S. research suggests that depression is caused by a mix of hereditary,
organic, natural, and mental variables. Depression can occur at any age, however
frequently starts in adulthood. Sorrow is currently perceived as happening in
youngsters and youths, in spite of the fact that it now and again gives more
conspicuous crabbiness than low inclination. Numerous interminable state of mind
and uneasiness issue in grown-ups start as abnormal amounts of nervousness in
kids (National Institution of Mental Health, 2016).

All the more usually alluded to as high school gloom, this mental and
enthusiastic issue is the same medicinally as grown-up despondency. Be that as it
may, side effects in adolescents may show themselves in unexpected routes in
comparison to in grown-ups because of the distinctive social and formative
difficulties confronting youngsters. These include: peer pressure, sports, changing
hormone levels, and developing bodies. Discouragement is related with elevated
amounts of stress, uneasiness, and in the most exceedingly awful conceivable
situations, suicide. It can likewise influence a teen's: personal life, school life,
social life and family life. This can prompt social disconnection and different
issues. Misery is not a condition people can "snap out of," or just "brighten up"
from. It is a genuine medicinal condition that can influence a man's life in each
way if it is not treated appropriately (Legg, 2016).

Rates of discouragement and tension among adolescents have expanded

by 70 for every penny in the previous 25 years. The quantity of youngsters and
youngsters turning up in A&E with a mental condition has dramatically increased
since 2009 and, in the previous three years, healing center confirmations for
adolescents with dietary problems have likewise practically multiplied. In a 2016
review for Parent Zone, 93 for each penny of instructors revealed seeing
expanded rates of psychological instability among kids and youngsters and 90 for
every penny thought the issues were getting more extreme, with 62 for every
penny managing an understudy's emotional well-being issue at any rate once per
month and an extra 20 for every penny doing as such on a week after week or
even regular routine (Bedell, 2016).

Profile of the Respondents

Men and women although both have depression tendency and possibility of
experiencing anxiety, experience it differently. Knowledge about sex differences
regarding depression is essential in understanding the said illness, one of the
most evident depression related distinction between the sexes is that women
have about twice the risk of developing the said condition than men. This is mainly
because of biological reasons like how hormones and genes are disrupted during
the development of regions of the brain in the fetus (Goldstein, 2016).
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According to The Anxiety and Depression Association of America (2016)

women, in general have a higher tendency to acquire multiple psychiatric
disorders during their lifetime than men and the most common are anxiety and
depression. Different brain chemistry is partially responsible for these differences
primarily because a woman’s fight-or-flight response is more readily activated
than those of men, partly because of the action of estrogen and progesterone
another biological factor to consider is the neurotransmitter serotonin which plays
a role in the responsiveness of a human being to stress and anxiety, it is said that
the female brain does not process serotonin as quickly as the male brain. Recent
research also suggest that women are more sensitive to low levels of corticotropin
-releasing factor (CRF), a hormone that organizes stress responses in mammals,
making them twice as vulnerable as men to stress-related disorders

People who have debts from their student loans are more likely to suffer
depression. A study in the United States of America found that financial pressures
can impact people by delaying to buy their house or getting married. The higher
the loan amount, the riskier it is for the person to attain mental illness (Dearden,
2015).

A study conducted by the University of Southampton and Solent NHS Trust

found that students are more likely to drop out and abandoning their studies due
to financial problems. One occupant stated that he was forced to quit due to
depression for lacking money. A percentage of students told a specialist in loans
that they often think about their finances (Ali, 2016).

Money is the biggest worry that students have nowadays. Studies show
that some of them had to transfer to a much cheaper school to finish their
education. Students feel anxiety because of the lack of financial support and the
fact that they worry that they will not be able to finish college. (White, 2015) High
school students worry about the loans that they may acquire when they reach
college. Social media has been a factor of the students’ anxiety. They are nervous
about the fact that money is inevitable, parents are also worried because they still
are not to discuss finance to their young (Palmer, 2014).

Toby Thorn who lived in England, had depression and killed himself
because of his loans. He received information that the bank he loaned money to
pay for his college would not let him borrow any more money. Because of this, he
decided to end his life. A number of students have suffered from depression and
anxiety, ultimately leading to suicide because of loans. Studies released by the
Office for National Statistics have shown that an increase of mental health cases
like this from 2007 to 2011 (Hattenstone, 2013).

Factors in Identifying the Levels of Anxiety of Senior High School Students

A study created by Mazzone (2007) found that students – children to
adolescents – suffered negative school performances because of their anxiety.
This is because anxiety interferes with how the students function in their tasks. It
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is associated with problems with memory and cognitive functions. A psychologist,

Philippa Butcher conducted a study about how fast children learn. Results showed
that students who had anxiety learned slower than those who did not (Australian
National University, 2017).

Anxiety may not show obvious signs among students, a study found that
individuals have a harder time in avoiding distractions and focus on one tasks
after the other unlike the people around them. The study conducted by Eysenck
concluded that a lot of the problems may result from the difficulty in controlling
attention. Recommendations include techniques to enhance attention control of
each student to help them fulfill their required tasks (Economic and Social
Research Council, 2009).

Dr. Nancy Rappaport sees anxiety as one of the things that makes
classroom teaching challenging. The Harvard medical school professor stated that
anxiety-prone students often become disruptive and push away the adults who
actually help them and make them feel safe. Instead of learning, they spend
almost half of the day in the principal’s office. A lot of acting out in school may be
the result of a traumatized child. The experiences they have had may have come
from home or from their peers (Miller, 2017).

Factors in Identifying the Levels of Depression Tendency of Senior High

School Students
Being diagnosed with social anxiety gives you up to six times likeliness to
develop depression, dysthymia and bipolar disorder and the development of these
secondary mental health disorders also increase the number of social fears that
you have. The cause of social withdrawal between Social Anxiety Disorder and
Depression are different. People suffering social anxiety disorder remove
themselves due to fear of negative assessment from others while people with
depression withdraw due to lack of enjoyment (Cuncic, 2017).

Social anxiety removes us from human relationships and prevents people

to gain interaction, Human beings naturally want to feel like they belong,
especially with people whom you share the same interest with, but all these
anxieties hinder this from happening. People with social anxiety also tend to self-
pity and compare themselves to other people and they also tend to focus on
perceived shortcomings (Richards, 2017) According to a research by Dr. Murray
Stein (2013) a totality of 35% of individuals who suffer social anxiety disorder had
experienced at least one major depressive episode. Social anxiety and
depression go together because social anxiety causes you to have minimal
people contact and it is a basic human necessity to have social interaction and
when deprived may cause sadness and loneliness which may possibly lead to
depression. It is also possible that both disorders share underlying contributing
factors, a person’s vulnerability towards both may be because of an inherited
biological predisposition, or environmental factors that manipulate the
development of both these disorders (Markway, 2013).
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Another factor triggering depression is low self-esteem. Low self-esteem is

said to increase depression tendency and is apparent (Sowislo 2012). This
combination can lead to a sadistic cycle of helplessness. Depression can
incapacitate someone from socializing. Low self-esteem and depression
tendencies are also closely related to eating disorders like bulimia and anorexia.
Low self-esteem can heighten insecurities and distort a person’s thinking of a
normal body, that person tends to think there is a need to lose weight in order to
feel more secure and because of the lack of self-confidence and reigning
insecurities a person has a tendency to believe that they have failed in achieving
the perfect body type and may fall into depression. This depression can hinder
them from locating mental and physical strength to work for their goals and
dreams (The Ranch, 2012).

METHODOLOGY

Research Design
The research used Quantitative study specifically; Descriptive-
Correlational. The descriptive method is used on the grounds that it is a
fundamental research technique which looks at circumstance. As stated by
Babbie (2010) Quantitative methods emphasized objective measurements and
the statistical, mathematical or numerical analysis of data collected through polls,
questionnaires and surveys, or by manipulating pre-existing statistical data using
computational techniques. The Correlational method was utilized since it
incorporates gathering information to decide the critical connection between at
least two factors to.

Correlational research is a quantitative technique which intends to

investigate and set up the relations of the two factors. Specifically, this outline was
utilized to demonstrate relationship between the levels of anxiety and depression
tendency among the senior high school students of University of the Immaculate
Conception.

The quantitative study was ideal because of the use of survey

questionnaires that required closed ended answers that were easily collated and
tabulated. Descriptive-Correlational was utilized because of the existence of the
moderating variable which was the profile of the respondents and the
corresponding independent and dependent variables.

Research Locale
The study was conducted in the classrooms of the respective respondents
at The Our Lady of Peace building at the University of the Immaculate
Conception, Bajada Campus. The Bajada campus is located along J.P. Laurel
Avenue, Davao City.
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The campus contained the grade school, junior high school and senior
high school buildings. The Our Lady of Peace building was established in the year
2016, but the University of the Immaculate Conception itself was established in
1905.

Research Respondents
The respondents of the study were consisted of the Senior High School
students of the University of the Immaculate Conception (UIC). Out of 561 senior
high school students in UIC, there were a total of 47 respondents from the Grade
11 and 53 respondents from the Grade 12. A total of 100 respondents were
selected. The researchers used the simple random sampling method in selecting
the mentioned respondents. These were the sample group that determined the
tendency of students in the University in having depression and anxiety.

Research Instrument
This study used two adapted questionnaires. The Likert scale is consisted
of a four (4) value scale. The lowest value is one (1) which indicates that the
situation is never experienced. The next one is two (2) which states that the
situation is not often experienced. Second to the highest is value number three (3)
– the situation is often experienced. The highest value in the scale is four (4)
which states that the situation is always experienced.

To answer the questionnaire, the students read the situation per number on
both the Levels of Anxiety Section – which consisted of 22 questions - and Levels
of Depression Section, which consisted of 16 questions. Respondents chose their
answers by placing a mark (✔) on the column of their preferred value.

The first part of the survey was the letter for the respondents informing
them about the study and its purpose. Next was the financial status of the
students. They will put a mark (✔) on the blank space provided that suited their
financial situation. Their sex was also requested which could either be F for
Female or M for male.

The researchers looked for questionnaires that were related to the study.
Once they found suitable questions, they adapted it and requested validation from
professionals. Both professors are from the University of the Immaculate
Conception Faculty. One was from the UIC Bangkerohan Campus who had a
doctorate degree in Social Study. The second professor was from the UIC
Bonifacio who had a doctorate degree in Psychology.

The first questionnaire is the Test Anxiety Questionnaire made by Nist and
Diehl (1990). The survey has ten (10) questions and focuses more on the anxiety
felt by students. The questionnaire also indicated the poor performance and
behavioral problems of the students and their degree of anxiety in school.
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The second questionnaire was Golberg’s Depression Test. The

questionnaire consisted of eighteen (18) questions that are part of the indicators
of social problems and self-esteem. The test was created by Dr. Ivan K Goldberg,
who specialized in depression and bipolar disorder. This test was created to show
tendencies of a person to be depressed.

Mean Range Matrix

Scale Description Interpretation Verbal Interpretation

3.26 – 4.00 Always Very High The situation is always

experienced by the
students
2.51 – 3.25 Often High The situation is often
experienced by the
students
1.76 – 2.50 Not Often Low The situation is not often
experienced by the
students
1.00 – 1.75 Never Very Low The situation is never
experienced by the
students

Mean Range Matrix

Scale Description Interpretation Verbal Interpretation

3.26 – 4.00 Always Very High The person has a

tendency to be severely
depressed
2.51 – 3.25 Often High The person has a
tendency to be moderate -
severely depressed
1.76 – 2.50 Not Often Low The person has a
tendency to be possibly
mildly depressed by the
students
1.00 – 1.75 Never Very Low The person has a
tendency not be
depressed

In total, the survey was composed of three parts. The first part was consisted of
the respondents’ sex and financial status (weekly). The second was the anxiety
questionnaire and the last part was the depression test.
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Data Gathering Procedure

1. Permission was asked from the BED principal. The researchers asked
permission from the BED Principal, S. Ma. Merlita S. Sabate, RVM, for a
survey to be conducted to gather the needed data for the investigation. A
letter asking permission was submitted to the office of the principal in the
University of the Immaculate Conception, J.P. Laurel, Bajada Davao City.

2. Validation of the questionnaires. The questionnaires that were adapted

from Nist and Diehl and Golberg were revised to make it suitable for the
research. It was then validated by Dr. Mona L. Laya for Social Science and
Prof. Ma. Veronica B. Cruzada for the Psychology.

3. The study was conducted. Upon gaining approval, the researchers

carried out a survey towards the chosen respondents from the population.
The researcher ensured that all items were answered to provide accurate
results and was collected after the respondents answered.

4. The data was collated and tabulated. After the survey was conducted, all
gathered information from the respondents awere collated and tabulated
and was subjected to the chosen statistical treatment for analysis

Statistical Tool

The following statistical tools were used in conducting the gathering of data,
analysis and interpretation of the data in this research.

Descriptive Statistics. Frequency Counts and Percentage were utilized in

the study to determine the a.) demographic profile of the respondents, and b.) the
mean score along with its standard deviation of the variables, which measures the
levels of anxiety and depression tendency of senior high school students of the
University of the Immaculate Conception.

Analysis of Variance (ANOVA). This tool is used to assess if there is a

significant relationship between the levels of anxiety and the levels of depression
tendency.

t-test. This tool is the analysis of two populations means through the use of
statistical examination. A t-test with two samples is commonly used with small
sample sizes.

Pearson-r. In a study done by Lane the Pearson product-moment

correlation coefficient is a measure of the strength of the linear relationship
between two variables.
 15

Ethical Consideration
The researchers ensured that proper protocols were applied in the conduct
of the study. The researchers also ensured that all personal information taken
from the respondents during the conduct of the survey was made confidential.

The chosen respondents of the study were given information about the
study and were accordingly oriented on how to answer the survey questionnaire
as well as their rights in opting to withdraw themselves from the conduct of the
survey if they found inconveniences and discomfort with it. No respondent was
coerced to do the survey, all of them willingly volunteered themselves to do the
said survey.

RESULTS AND DISCUSSION

Table 1. Profile of the Respondents

Sex Frequency Percentages
Female 52 52 %
Male 48 48 %
Total 100 100%
Grade Level
Grade 11 46 46%
Grade 12 54 54%
Total 100 100%
Weekly Allowance
499.00 and below 54 54 %
500.00 to 999.00 30 30 %
1000.00 and above 16 16 %
Total 100 100%

Table 1 shows the profile of the respondents particularly sex, grade level
and weekly allowance. The result was measured using frequency counts and
percentages in order to get the number of population of the Grade 11 and 12
Senior High School students. As revealed, the population is dominated by female
having 52 as compared to male which consist of 48. Moreover, the frequency of
Grade 11 having 46 as compared to grade 12 which accord 54. In addition,
weekly allowance 499.00 and above has a frequency 54, 500.00 to 999.00 has
30, and 1000.00 and above has a frequency of 16.

In terms of Behavioral Problems, Table 2 reflects the level of anxiety

among the Senior High School students of the University of the Immaculate
Conception, particularly on their behavioral problems and poor performance. The
Table uses standard deviation and mean as its statistical tools. The overall mean
in the Levels of Anxiety is 2.60, with the standard deviation of 0.0713 and an
interpretation of High. The results of the table show that students in both the
grade 11 and grade 12 often experience cases of anxiety.
 16

As stated by Folk and Folk (2018), anxiety symptoms involve the lack of
concentration, difficulty in remembering and anxiety from these causes stress.
The highest mean score of the behavioral problem indicator is the difficulty in
concentrating when stressed which indicates that more students agree with the
statement. As believed by Kennard (2009), people who often feel embarrassment,
which had a mean score of 2.71, if often experienced by those who fear rejection.
When unwanted attention is being brought upon the students, they feel their
anxiety coming up.
Table 2. Levels of Anxiety among the Senior High School Students of the
University of the Immaculate Conception
Behavioral Problems SD Mean Interpretation
1. I experience sudden episodes of intense and 0.9134 2.71 High
overwhelming fear that seem to come on for no
apparent reason.
2. I experience symptoms similar to any of the 1.0202 2.64 High
following: racing heart, chest pain, difficulty
breathing, choking sensation, lightheadedness,
tingling or numbness whenever I am
confronted by stressors (tension, negative
experiences, trauma)
3. I worry about something terrible happening to 0.9979 2.71 High
me, such as embarrassing myself, having a
heart attack or dying.
4. I worry about increasing the number of my 1.0672 2.35 Low
anxiety attacks.
5. I am having difficulty concentrating whenever 0.9286 2.92 High
there is tension or when I am stressed.
6. I have bad dreams. 0.9921 2.16 Low
7. I become anxious when I face anything that 1.0504 2.74 High
reminds me of that traumatic event
8. I am irritable 0.9125 2.66 High
9. I am easily startled. 0.8965 2.62 High
10. I engage in any repetitive behaviors like hand 0.9265 2.51 High
washing, ordering or checking.
11. I do mental acts like praying, counting or 1.1055 2.7 Low
repeating word silently in order to end these
intrusive thoughts or images
Sub mean 2.61 High
Poor Performance
1. I worry about a number of events or activities 0.8745 2.77 High
such as work or school performance
2. I find it difficult to control my worry. 1.0172 2.66 High
3. I am feeling restless when confronted by 0.9395 2.69 High
stressors
4. I am easily tired. 0.8953 2.92 High
5. I feel constant body pain whenever I am 0.9679 2.35 Low
facing with life’s tensions.
6. I am having difficulty falling or staying asleep. 1.1236 2.51 High
7. I am afraid to talk in front of individuals. 0.9348 2.43 Low
 17

8. I worry when I’m taking a test 0.9783 2.55 High

9. I am conscious when eating or writing 1.0686 2.36 Low
10. I am afraid in being the center of attention. 1.0318 2.69 High
11. I get conscious when invited on a specific 0.9629 2.61 High
occasion.
Sub Mean 2.59 High
Overall Mean 0.0713 2.60 High
Poor performance statements relate to students when being attacked by their
anxiety. Many students experience anxiety because of school. They experience
more when it comes to failing, which causes them to become tired according to
Kwartier (2015).

Table 3. Levels of Depression Tendency among the Students of the

University of the Immaculate Conception

Social Anxiety SD Mean Interpretation

1. I am bothered by things that usually 0.9447 2.42 Low
don’t bother me.
2. I had trouble keeping my mind on 0.8901 2.66 High
what I was doing.
3. I felt that people disliked me. 1.0473 2.79 High
4. I felt fearful. 0.9865 2.58 High
5. I talked less than usual. 1.0261 2.24 Low
6. I felt lonely. 1.1501 2.52 High
7. People were unfriendly. 0.9261 2.03 Low
8. I feel like life is/was not good to 1.1481 2.43 Low
me.
Sub mean 2.46 Low
Low Self-Esteem
1. I did not feel like eating; my 0.9482 2.10 Low
appetite was poor.
2. I felt that I could not shake off the 1.0249 2.60 High
loneliness even with help from my
family.
3. I felt that other people are better 1.0148 2.92 High
than me.
4. I feel like with everything I do, 1.0255 2.83 High
people doesn’t seem to care.
5. I do not think about the future. 1.0701 2.08 Low
6. I thought my life had been a 1.0766 2.45 Low
failure.
7. I felt sad. 1.0569 2.79 High
8. I cry most of the time. 1.0508 2.13 Low
Sub mean 2.50 High
Overall mean 0.0386 2.48 Low
 18

As shown in Table 3, Depression has two factors, these are social anxiety
and low self-esteem. The levels of depression used standard deviation and mean
in finding out the proper statistical evidences. With an overall mean of 2.48 and a
standard deviation of 0.0386. The students of the University of the Immaculate
Conception, specifically in the grade levels 11 and 12.

The Social Anxiety indicators example is feeling that people dislike you is
one symptom when it comes to depression. Concerning yourself with the way
people think about you is dangerous because it may cause fear, anticipation and
dread which would then result into a panic attack. Conformed with the statements
by Howard (2014), doing little things and not having people respond may already
cause a feeling of disliking, this factor has the highest mean in Social Anxiety.
Having the constant feeling that other people are better than you, is a common
feeling. The brain usually keeps on reminding you about how lacking you actually
are in harmony with Justb (2017).

Table 4. Significant difference on Behavioral Problems of the Senior High

School Students of the University of the Immaculate Conception

Sex N Mean SD t-value p-value Interpretation

Female 52 2.559 .61198 -.852 .396 No significant
Male 48 2.666 .64871 Difference
Grade Level No significant
Grade 11 46 2.6541 .65318 .631 .530 Difference
Grade 12 54 2.5743 .61137
Weekly N Mean SD F-value p-value Interpretation
Allowance
499.00 and 54 2.5907 .58215 1.796 .171 No significant
below Difference
500.00 to 30 2.5097 .64549
999.00
1000.00 and 16 2.8694 .71760
above

As shown in Table 4 is the significant difference on behavioral problems of

the Senior High School students of University of the Immaculate Conception in
terms of sex and weekly allowance. T-test was used to determine the significant
difference for sex and Analysis of Variance for weekly allowance. The results
would show that the p-value is greater than 0.05 therefore, there is no significant
difference exist among the variables tested. It can be seen that the male has the
higher level of behavioral problems having a mean value of 2.66. In addition, the
grade level has the higher level of behavioral problems with the mean value of
2.65 is the Grade 11 students. This can be noted that male respondents and the
Grade 11 students are experiencing more behavioral problems.

As regards to weekly allowance, students having weekly allowance of

1000.00 to 1500.00 are experiencing behavioral problems. Research has
 19

discovered that rich kids are, as a whole, more self-centered, depressed and self-
destructive. They are more narcissistic but they are having problems on
developing a sense of self. Groundbreaking research was conducted in late 1990s
by Columbia University psychology professor Suniya Luthar. Luthar compare
more than 200 mostly white, rich tenth graders with the same number of mostly
black, and has a low income turban tenth graders, and found out that this affluent
teens, drank, smoked, and used drugs at a higher rate than their low-income
counterparts. Luthar discovered that high-income students were more likely to
experience anxiety, chronic academic difficulties, psychological distress and
delinquent behavior. In addition to Luthar’s work, researchers pointed out that
students in modern age they have everything, including their parents’ resources
(Drexler, 2015).

As shown in Table 5 is the significant difference on poor performance of

the Senior High School students of University of the Immaculate Conception in
terms of sex and weekly allowance. T-test was used to determine the significant
difference for sex and Analysis of Variance for weekly allowance. The results
would show that the p-value is greater than 0.05 therefore, there is no significant
difference exist among the variables tested. It can be seen that the male has the
higher level of poor performance having a mean value of 2.66. This can be noted
that male respondents are experiencing more poor performance.

As regards to weekly allowance, students having weekly allowance of

1000.00 to 1500.00 are experiencing poor performance. The evidence that cause
underlying the different disturbances are: pressure for achievement. The parents
of this children expect to excel at school, in multiple extracurricular activities and
in their social lives (Luthar, 2013).

Table 5. Significant difference on Poor Performance of the Senior High

School Students of the University of the Immaculate Conception
Sex N Mean SD t-value p-value Interpretation
Female 52 2.5262 .57248 -1.173 .244 No Significant
Male 48 2.6685 .64150 Difference
Grade Level No Significant
Grade 11 46 2.6309 .55643 .550 .583 Difference
Grade 12 54 2.5635 .65180
Weekly N Mean SD F-value p-value Interpretation
Allowance
499.00 and 54 2.5959 .55828 2.185 .118 No Significant
below Difference
500.00 to 30 2.4577 .58992
999.00
1000.00 and 16 2.8463 .74723
above
 20

As shown in Table 5 is the significant difference on poor performance of

the Senior High School students of University of the Immaculate Conception in
terms of sex and weekly allowance. T-test was used to determine the significant
difference for sex and Analysis of Variance for weekly allowance. The results
would show that the p-value is greater than 0.05 therefore, there is no significant
difference exist among the variables tested. It can be seen that the male has the
higher level of poor performance having a mean value of 2.66. In addition, the
grade level has the higher level of behavioral problems with the mean value of
2.63 is the Grade 11 students. This can be noted that male respondents and
grade 11 students are experiencing more poor performance.

As regards to weekly allowance, students having weekly allowance of

1000.00 to 1500.00 are experiencing poor performance. The evidence that cause
underlying the different disturbances are: pressure for achievement. The parents
of this children expect to excel at school, in multiple extracurricular activities and
in their social lives (Luthar, 2013).

Table 6. Significant difference on Social Anxiety of the Senior High School

Students of the University of the Immaculate Conception
Sex N Mean SD t-value p-value Interpretation
Female 52 2.3440 .74315 -1.666 .099 No Significant
Male 48 2.5892 .72618 Difference
Grade Level No Significant
Grade 11 46 2.4565 .69215 -.064 .949 Difference
Grade 12 54 2.4661 .78776 .
Weekly N Mean SD F-value p-value Interpretation
Allowance
499.00 and 54 2.4680 .71881 2.275 .108 No Significant
below Difference
500.00 to 30 2.2863 .73454
999.00
1000.00 and 16 2.7694 .77371
above

As stipulated in Table 6 is the significant difference on social anxiety of the

Senior High School of the University of the Immaculate Conception in terms of
sex, grade level and weekly allowance. T-test was used to determine the
significant difference for sex and analysis of variance was used for weekly
allowance. The results show that the p-value is greater than 0.05 therefore, there
is no significant difference that exist among the variables tested. It can be seen
that the male has the higher level of social anxiety having a mean of 2.5892. this
can be noted that male respondents are more likely to experience social anxiety
compared to the female respondents In a study done by Goldstein (2016) he said
that men and women although both have depression tendency and possibility of
experiencing anxiety, experience it differently. This indicates that even with the
 21

present differences between occurrences both men and women are likely to have
depression tendencies.

The table also shows that regarding the grade level, the p-value is .949
which is greater than 0.05 therefore, there is no significant difference that exist
among the variables tested. It can also be seen that the Grade 12 has the higher
level of social anxiety having a mean of 2.4661. According to an article by Anxiety
BC, (2017) Teens and young adults are typically more self-focused and may have
harsh negative thoughts about themselves.

As regards to weekly allowance, the results show that the p-value is

greater than 0.05 which indicates that there is no significant difference that exist
among the variables tested. the mean scores of a weekly allowance of 499.0 and
below, 500.00-999.00 and 1000.00 are as follows; 2.4680. 2.2863 And 2.7694.
which shows that respondents with a weekly allowance ranging from PHP 1000-
1500 have a higher level of social anxiety. As stated in a study done by Kansas
State University instead of people getting depressed due to monetary concerns,
people tend to get monetary issues when they get depressed, According to Klontz
and Klontz (2009), when individuals are stressed and feel anxiety, fear, or shame,
they feel off-balance and the human brain will attempt to repair or rebalance it by
seeking out substances or behaviors, which may include food, nicotine, alcohol or
a wide range of other human behaviors, including financial behaviors.

Table 7. Significant difference on Low Self Esteem of the Senior High

School Students of the University of the Immaculate Conception
Sex N Mean SD t-value p-value Interpretation
Female 52 2.3746 .74840 -1.777 .079 No Significant
Male 48 2.6296 .68070 Difference
Grade Level
Grade 11 46 2.0000 .89443 -1.144 .256 No Significant
Difference
Grade 12 54 2.2407 1.16449
Weekly N Mean SD F-value p-value Interpretation
Allowance
499.00 and 54 2.4763 .68271 1.672 .193 No Significant
below Difference
500.00 to 30 2.3817 .72833
999.00
1000.00 and 16 2.7831 .82245
above

As stipulated in Table 7 is the significant difference on low self-esteem of

the Senior High School of the University of the Immaculate Conception in terms of
sex, grade level and weekly allowance. T-test was used to determine the
significant difference for sex and analysis of variance was used for weekly
allowance. The results show that the p-value is greater than 0.05 therefore, there
is no significant difference that exist among the variables tested. It can be seen
 22

that the male has the higher level of low self-esteem having a mean of 2.6296.
According to a study done by the Ranch (2012) Low self-esteem can heighten
insecurities and distort a person’s thinking of a normal body. These insecurities
may occur to both sexes and are also fatal to both.

The table also shows that regarding grade level, the p-value is .256 which
is greater than 0.05 therefore, there is no significant difference that exist among
the variables tested. It can also be seen that the Grade 12 has the higher level of
social anxiety having a mean of 2.2407. According to Pickhardt, (2010) the first
drop of self-esteem occurs at the outset in early adolescence (ages 9-13) when
the young person’s separation from childhood establishes a loss of contentment
when these children are no longer treated as children and the second drop I self-
esteem occurs during the end of adolescence, trial independence (ages 18-23)
where most grade 12 students belong to. When the young person deals with the
reality of independence and they tend to feel overwhelmed by the future shock.

As regards to weekly allowance, the results show that the p-value is

greater than 0.05 which indicates that there is no significant difference that exist
among the variables tested. the mean scores of a weekly allowance of 499.0 and
below, 500.00-999.00 and 1000.00 are as follows; 2.4763. 2.3817 And 2.7831.
which shows that respondents with a weekly allowance ranging from PHP 1000-
1500 have a higher level of social anxiety. Self-worth, or self-esteem, is a term
psychologists use to talk about how you feel about yourself and according to a
study by Hale (2013) The way we think about ourselves actually has an influence
on our personal income. Those who have confidence and high self-esteem tend to
behave in ways that allow for them to successfully take advantage of opportunities
to make more money. On the other hand, those with low self-esteem and negative
thinking patterns tend to sabotage their own chances of financial success. Low
self-esteem does not come from being financially cripple but vice versa.

Table 8. The Significant Relationship between the Levels of Anxiety and

Depression Tendency among the students of Senior High School of the
University of the Immaculate Conception

Variable being compared r r2 p-value Interpretation

Anxiety and Depression Tendency .705** .497 .000 Significantly
related

Table 8 above shows that anxiety and depression are significantly related
to each other. With the p-value of .000, the interpretation of the results is
significantly related. The results were taken from the marks of the questionnaire
which contained statements involving anxiety and depression from grade 11 and
grade 12. Both conditions involve a negative way of thinking. Panic attacks may
lead to negative emotions which then result into depression. Their emotions are
drained and may cause permanent damage.
 23

A study conducted by Douglas Bloach, M,A., showed that 85% of people

who had depression also were diagnosed with anxiety. A higher suicide rate was
established if people both have anxiety and depression (Croft, H. 2016). As
believed by Schrobsdorff (2016), Since 2012, high school kids have more cases
of depression and anxiety. It can be applied to various demographics whether
they are financially stressed or not. In 2015, 3 million teens within the ages of 12
to 17 had at least one depressive event occur in their lives due to their anxiety
disorders.

Disorders may arise from the same causes or factors as stated by Humbles
(2017). There are many type of anxiety and depression because the words
themselves is very general. They are referred to as “first cousins”. Both may arise
from genetic to environmental factors.

The Philippines has launched the 24/7 prevention hotline. According to

Takumi (2016), Responders for the hotline have been trained by psychologists
and psychiatrists to provide aid to the callers. Gundo Weiler, a WHO Country
representative, stated that suicide and depression must change to create a
community on with people supporting them. The hotline is specially for those who
are depressed and have suicidal thoughts. Takumi also posted online about lists
of symptoms, types of depression and how to understand those suffering from it.

Anxiety and depression often go hand-in-hand. When you often miss work
days or feel sad, you miss opportunities, you may have financial problems which
would then result into depression. You might have problems that with things that
are important to you because your anxiety and depression is getting in the way of
your happiness. Supported by Knapp (2014), when you realize that you are
missing out on your life, that is when your anxiety kicks back in.

CONCLUSION
Based on the finding the research concluded that:
1. As revealed, the population is dominated by female as compared to male
which are selected randomly were taken as respondents of grade 11 and
12.
2. The level of anxiety is high which means that anxiety it is often experienced
by the students.
3. The level of depression tendency is low which interprets that depression is
not often experienced by the students.
4. There is no significant difference in the level of anxiety among senior high
school students when grouped according to both sex and financial status
5. There is no significant difference in the level of depression among senior
high school students when grouped according to both sex and financial
status
 24

6. There is a significant relationship between the levels of anxiety and

depression tendency among the Senior High School students in UIC.

RECOMMENDATION
1. Those who benefit from the said research are guidance counselors. Because of
this, guidance counselors from different schools would be aware of the mindset of
the current generation. They would be able to come up with programs or activities
to help lessen the anxiety experienced by students. Hopefully, the things they
come up with would help young adults in their studies and how they handle stress
from school. It would also be less likely for the students to have depression
because of the awareness given out by the counselors. Also, the guidance would
be able to fully understand those students fully or at least have an idea of what
they’re going through.

2. Teachers, especially those teaching in the Senior High School department

would finally be able to know how much students are struggling. With any luck,
they could be able to sympathize with the learners. They could help lessen the
anxiety that they feel by taking a few breathers every now and again to help
learning be fun instead of making it an obligatory and forced task that they should
accomplish.

3. Parents can also benefit from this for the purpose of understanding young
adults. As each generation is different in some way, this study may help them in
handling and approaching their children. In a sense, it helps them in being open-
minded about the seriousness and possibility that their child may experience
anxiety and may lead to depression. Some parents do not take mental health
seriously specially in the Philippines. With this study, it proves that there is only so
much a child can handle. Being a parent, you may be able to help lessen it by
understanding them and listening to their problems.

4. People who experience anxiety and depression themselves can benefit from
our research. If they are new to the feeling of this and are not well acquainted with
what is going on, this research can help. Most of those who experience anxiety
often feel like they’re alone. They feel like that they’re the only ones who feel that
way, when in fact they are wrong. Especially in a school setting it is highly likely
that at least half of the population of students in a school experience anxiety.
What is dangerous about this is the fact that it can and might lead to depression.
Learning about the background of students who actually have anxiety and
depression is great because then, you get to help those who experience it as well.
You’ll be able to guide them and help them in saying that everything is going to be
okay.

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 25

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https://www.mayoclinic.org/diseases-conditions/teen-depression/symptoms-
causes/syc-20350985

Legg, T. (2012, August 2). Adolescent depression. Retrieved from:

https://www.healthline.com/health/adolescent-depression#symptoms

Bedell, G. (2016, February 27). Teenage mental-health crisis: rates of depression

have soared in past 25 years. Retrieved from:
http://www.independent.co.uk/life-style/health-and-families/features/teenage-
 27

mental-health-crisis-rates-of-depression-have-soared-in-the-past-25-years-
a6894676.html

Young, K. (2017). Anxiety in teens – how to help a teenager deal with anxiety.
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WebMD, (2016). Anxiety and teens. Retrieved from:

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National Institution of Mental Health, (2016). Teenage depression. Retrieved

from: https://www.nimh.nih.gov/health/publications/teen-
depression/index.shtml

Calm Clinic, (2017). Find out about the causes of teenage anxiety. Retrieved
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Beesdo, K., Knappe, S., Pine, D. (2009, September). Anxiety and anxiety
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Takumi, R. (2016, September 13). 24-hour suicide prevention hotline launched

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 28

APPENDIX A – LETTER OF APPROVAL

 29

APPENDIX B – SURVEY QUESTIONNAIRE

 30

T-test for Behavioral Problems

Group Statistics

Sex N Mean Std. Deviation Std. Error Mean

BehProb Female 52 2.5594 .61198 .08487

Male 48 2.6669 .64871 .09363

Independent Samples Test

Levene's Test
for Equality of
Variances t-test for Equality of Means

95% Confidence
Interval of the

Sig. (2- Mean Std. Error Difference

F Sig. t df tailed) Difference Difference Lower Upper

BehProb Equal
-
variances .034 .853 98 .396 -.10745 .12607 -.35764 .14274
.852
assumed

Equal
-
variances not 96.144 .397 -.10745 .12637 -.35829 .14339
.850
assumed
 31

T-test for Poor Performance

Group Statistics

Grade N Mean Std. Deviation Std. Error Mean

PoorPerf Grade 11 46 2.6309 .55643 .08204

Grade 12 54 2.5635 .65180 .08870

Independent Samples Test

Levene's Test
for Equality of
Variances t-test for Equality of Means

95% Confidence
Interval of the

Sig. (2- Mean Std. Error Difference

F Sig. t df tailed) Difference Difference Lower Upper

PoorPerf Equal
variances 2.039 .157 .550 98 .583 .06735 .12237 -.17548 .31018
assumed

Equal
variances not .557 97.999 .579 .06735 .12082 -.17242 .30712
assumed
 32

T-test for Social Anxiety

Group Statistics

Grade N Mean Std. Deviation Std. Error Mean

SocAnx Grade 11 46 2.4565 .69215 .10205

Grade 12 54 2.4661 .78776 .10720

Independent Samples Test

Levene's Test
for Equality of
Variances t-test for Equality of Means

95% Confidence
Interval of the

Sig. (2- Mean Std. Error Difference

F Sig. t df tailed) Difference Difference Lower Upper

SocAnx Equal
-
variances .839 .362 98 .949 -.00959 .14956 -.30638 .28720
.064
assumed

Equal
-
variances not 97.896 .948 -.00959 .14801 -.30331 .28413
.065
assumed
 33

T-test for Low Self-Esteem

Group Statistics

Grade N Mean Std. Deviation Std. Error Mean

LowSelf Grade 11 46 2.0000 .89443 .13188

Grade 12 54 2.2407 1.16449 .15847

Independent Samples Test

Levene's Test
for Equality of
Variances t-test for Equality of Means

95% Confidence
Interval of the

Sig. (2- Mean Std. Error Difference

F Sig. t df tailed) Difference Difference Lower Upper

LowSelf Equal
-
variances 9.241 .003 98 .256 -.24074 .21050 -.65848 .17700
1.144
assumed

Equal
-
variances not 97.023 .246 -.24074 .20616 -.64992 .16843
1.168
assumed
 34

CURRICULUM VITAE
ABOUT THE AUTHOR

Name: Claire Hernandez

Age: 18

Birthday: August 27, 1999

Mother: Maricor Hernandez

Home Address: 328A San Vicente St. Purole Sto. Niño

Buhangin, Davao City

City Address: Davao City

EDUCATIONAL BACKGROUND

Primary: Our Lady of the Holy Rosary School of Fairview, Quezon City

University of the Immaculate Conception

Secondary: University of the Immaculate Conception

AFFILIATIONS

Class President (A.Y. 2014-2015)

Class Vice President (A.Y. 2015-2016)

Chess Club President (A.Y. 2015-2016)

Multimedia Club Secretary (A.Y. 2017 – 2018)

 35

CURRICULUM VITAE

Name: Ruby Michelle Diana-Harina

Age: 18

Birthday: February 6, 2000

Father: Ruben F. Harina

Mother: Desie D. Harina

Home Address: Blk43 Lot29 Phs3 Cuidad de Esperanza, Cabantian, Davao City

City Address: Blk43 Lot29 Phs3 Cuidad de Esperanza, Cabantian, Davao City

EDUCATIONAL BACKGROUND

Primary: University of the Immaculate Conception

Junior High School: University of the Immaculate Conception

Senior High School: University of the Immaculate Conception

 36

CURRICULUM VITAE

Name: Nathalie Mae J. Pulido

Age: 18

Birthday: September 13, 1999

Father: Nestor I. Pulido

Mother: Dina J. Pulido

Home Address: New Society Village, Matina, Davao City

City Address: New Society Village, Matina, Davao City

EDUCATIONAL BACKGROUND

Primary: University of the Immaculate Conception

Junior High School: University of the Immaculate Conception

Senior High School: University of the Immaculate Conception