REVIEW OF RELATED STUDIES

Assessment of Mental Health Status and Academic Performance Level

Studies about Academic Performance

Gbollie and Keamu (2017) explore the motivational beliefs and learning strategy

use by Liberian junior and senior high school students in connection with their academic

performance. It also solicited students’ self-reports about presumed factors hindering

their learning. Utilizing a cross-sectional quantitative research design, 323 participants

took part in the study from 2 counties. Motivated Strategies for Learning Questionnaire

(MSLQ) was adapted and 12 potential learning hindrances were identified and used as

instruments. Data analyses were conducted using SPSS 17.0. The results showed the

motivational belief component of extrinsic goal orientation as the most preferred belief

and test anxiety was the least possessed belief. Rehearsal strategies were found to be the

most frequently used, while help seeking was reported to be the least strategy considered.

The result also showed significant relationships between the two constructs. In addition,

the study found some learning hindrances. A number of conclusions as well as some

practical recommendations for action relative to the improvement of student performance

have been advanced.

Singhalaukh (1979) found that motivation has positive relationship with

school performance and achievement. High and low achievement motivated students

differ significantly on achievement score Rajeev, (1982)

 Bank and Finlapson (1980) found that successful students were found to be

having significantly higher motivation for achievement than unsuccessful students.

Mclutcheon (1986) reported that a survey indicated students believed that out of

51 possible choice, the main reason missed a class was their negative perception of the

professor and the course.

Brophy (1987) suggested that teachers viewed themselves as active socialization

agent who works capable of stimulating students motivation to learn. One of the major

finding by (Small, 1996) was that instruction were perceived by students as having the

prime responsibility for learner interests or boredom.

Kapoor, R. (1987) found that better adjustment, study habits high intelligence and

socio-economic status were related with high achievement at Junior high school level.

These studies suggest that not only the mental abilities, but the other motivational factors

may also be the responsible for academic performance.

Narad and Abdullah (2016) conducted a study to explore the parental

encouragement and school environment of senior secondary school students and to

analyze their relationship with academic performance of students. The study was

descriptive survey in nature and simple random sampling technique was used for

selection of the sample. The participants in the study included 300 senior secondary

school girls (150 girls from each type of school i.e. co-education schools and girls’

schools, out of each school 30 girls). For analysis of data, parametric statistical

techniques were used. The study revealed that senior secondary school girls studying in

co- education schools and girls’ school had similar academic performance. Senior
secondary school girls studying in girls schools had higher parental encouragement as

compared to their counterparts in co- educational schools. Senior secondary schoolgirls

studying in co-educational schools had higher permissiveness as compared to those

studying in girls’ school, while those in girls’ school had higher control as compared to

their counterparts in co-education schools. Significant positive relationship was found

between academic performance of senior secondary school girls with parental

encouragement and school environment.

Lansangan, et. al (2015) studied the relationship between the related

factors and the academic performance of randomly selected intermediate pupils in three

(3) selected public schools in Porac East District school year 2013-2014. Three hundred

twelve (312) pupil respondents; hence, thirty six (36) teacher respondents were asked to

answer the questionnaires. The major findings indicated the following conclusions;

Respondents belonged to small sized families along with their parents who are living

together. In relation to parents’ profile, they achieved low educational level. In relation to

the other related factors, teachers are assuring quality education even though

opportunities on trainings are limited to few. Also, instructional materials were rated as

always. Concerning to the pupil-teacher ratio, majority belonged in bigger classes at the

same time their assessment for school facilities is adequate. Pertaining to the academic

performance, it is described as good. In contrast, methods/strategies show significant

relationship in the academic performance. Generally, the study concluded that there is no

significant relationship exist between pupil, teacher and school related factors and pupils’

academic performance.
 Singh et. al (2016) conducted a study to investigate the factors influencing

students’ academic performance. The study revealed that there is a positive and

statistically significant impact of learning facilities, communication skills and proper

guidance from parents on student academic performance.

Yip (2013) examined the dynamic relationship between academic performance of

high school students and their respective learning and study strategies. Two hundred

thirty-six high school students were recruited to participate in this study by completing a

Chinese version of the Learning and Study Strategies Inventory - LASSI, to probe into

the relationship. Results found that (1) there were clear differences to the learning and

study strategies used by high school students with high academic performance, and those

with low academic performance; (2) all the three components (Will; Self-regulation and

Skill) were equally important to differentiate high academic achieving high school

students from low academic achieving high school students within the strategic model of

learning; and (3) a numbers of learning and study strategies were effectively predicting

the academic performance of the high school students. All of these result patterns confirm

that learning and study strategies used by high academic achievers and low academic

achievers as well as the components used to predict students’ academic performance in

the high school setting are quite different from the patterns revealed in the tertiary

education sector.

Ampofo and Owusu (2015) examined the academic performance of SHS students

in the Ashanti Mampong Municipality of Ghana is influenced and mediated by some key

variables. The findings of the study established father’s education, mother’s education,

the child’s academic ambition and the child’s effort as the associates of academic
performance. The findings revealed that mother’s education, sex of the child, the child’s

academic ambition and the child’s effort as the main determinants of academic

performance. Based on these findings, it was recommended that stakeholder in education

should inculcate high academic ambition in students and also parents should ensure that a

chunk of their wards’ time is spent on their books and they should be ready to support

children when the going gets tough.

Sicat and Panganiban (2009) studied the academic performance of students

(measured by their grade in the introductory economics course in the University of the

Philippines) taking into account the student’s pre-collegiate endowment of knowledge

and various factors associated with the high school of graduation. The study affirms that

individual student ability is the main building block of academic performance in the

university. Talent distribution in the country is widely distributed across the country and

those who get admitted into the university are filtered through a stringent entrance

examination score that has major components in science, mathematics, reading and

language comprehension come from the small group of bright outliers from this

population of high school graduates. The results indicate that the average performance of

high schools from the Metro Manila regions is better than those from other regions of the

country. And high schools from well-funded first class cities perform very well compared

to those from less financially endowed cities. The results also shows the quality of

funding and the level of development of the community in which the high school is

located are contributory factors to the student’s performance when they seek admission

into the university.

 Sarmiento and Orale (2016) conducted a study on a review of the literature on the

basic education (k-12) curriculum specifically the senior high school (SHS) of the

Philippines, Japan, and the US. Results of the review show that the SHS curriculum is

intended to prepare students to enter into college/university or to work in the industry or

be an entrepreneur. The SHS program is the last level in all basic education programs of

the countries reviewed. The Philippines has a clearer model with at least four tracks

(academics, tech-voc, sports, arts & design) and at least ten strands. Japan has two tracks

in academics and tech-voc. The US basic education system varies from state to state,

similar to its SHS curriculum. There is no definite track as this is left to individual state

and their school districts to decide. There are purely academic, tech-voc and other types

of schools. The majority of those who choose academic track are students who plans to

proceed to college. There are still a stigma in selecting tech-voc and other courses as this

are seen by many as the course for poor performing/problematic students. The enrolment

in tech-voc schools in the US is declining despite the surge of demand for skilled

workers. In the three countries, the availability of qualified teachers is still an issue. This

situation is very real in the Philippines as it started the SHS program in June 2016. Other

problems includes the need to construct a huge number of classrooms and facilities. All

of these are currently being addressed too by the government.

Studies about Mental Health

Nielsen, et. al (2017) conducted a study to explore the influence of transition from

primary to secondary schools in Australia versus no transition in Denmark by comparing

age trends in students’ school connectedness, emotional symptoms and conduct

problems. Survey data from 5067 students in Australia and Denmark were used to

compare 11–12 (prior to transition in Australia), 13–14 (during transition) and 15 year-

olds (post-transition) in each country. In Australia, no statistically significant age group

differences in emotional symptoms, conduct problems or school connectedness were

observed. In Denmark, low school connectedness, emotional symptoms and conduct

problems increased with age. A continuation of efforts to support students through

transition and beyond in Australia, and a stronger focus on mental health and school

connectedness in Denmark is recommended.

Chaveepojnkamjorn, et. al (2016) explored the prevalence of depression and its

associated factors among the high school students in Grades 10 through 12 in Nonthaburi

province in Thailand. A multistage cross-sectional sampling technique was employed to

enrol 479 adolescents from six schools in December 2012. The research questionnaires

gathered information on demographic factors, peer group relationships, family

relationships, self- esteem, parenting style, negative life events and depression status. The

results show that ongoing surveillance of social determinants should be conducted

alondside knowledge sharing of depression and its associated factors among the parents,

teachers and adolescents. School activities should include a program for adolescents’

stress management and conflict resolution skills. Strengthening peer family relationships,

enhancing self-esteem, and counseling the parents to improve their parenting styles are

recommended in order to prevent adolescents developing depressive tendencies.

Wang (2013) conducted a study to explore the coping style of high school

students and its relationship to mental health in Chongqing, China. The results show that

high school students often resort to problem solving and appeal to coping factors. No
distinct gender difference is found in coping style. There are different degrees of

correlation between coping style and mental health. Remarkable grade difference is

shown in the factor of appealing in coping style and the three factors of compulsion,

anxiety and mental imbalance in mental health. Therefore he concluded that relatively

mature coping style has come into existence among high school students, but more

guidance and assistance are in need in cultivating the coping style and improving the

mental health.

Magklara, et. al (2015) conducted a study to investigate the prevalence,

comorbidity and socio- demographic and socioeconomic associations of depression and

depressive symptoms, as well as the relevant health services use in a sample of

adolescents in Greece. The samples were five thousand six hundred fourteen adolescents

aged 16–18 years old and attending 25 senior high schools were screened and a stratified

random sample of 2,427 were selected for a detailed interview. Psychiatric morbidity was

assessed with a fully structured psychiatric interview, the revised Clinical Interview

Schedule (CIS-R). The use of substances, such as alcohol, nicotine and cannabis, and

several socio-demographic and socioeconomic variables have been also assessed. The

results revealed that the prevalence rates were 5.67 % for the depressive episode

according to ICD-10 and 17.43 % for a broader definition of depressive symptoms. 49.38

% of the adolescents with depressive episode had at least one comorbid anxiety disorder

[OR: 7.76 (5.52-10.92)]. Only 17.08 % of the adolescents with depression have visited a

doctor due to a psychological problem during the previous year. Anxiety disorders,

substance use, female gender, older age, having one sibling, and divorce or separation of

the parents were all associated with depression. In addition, the presence of financial
difficulties in the family was significantly associated with an increased prevalence of

both depression and depressive symptoms. Therefore, they concluded that prevalence and

comorbidity rates of depression among Greek adolescents are substantial. Only a small

minority of depressed adolescents seeks professional help. Significant associations with

financial difficulties are reported.

Thirukkovela, and Dhanalakota (2015) conducted a study in Karimnagar district

of Andhra Pradesh, India among eleven selected secondary schools (5 residential, 5 non-

residential schools and one private school) for students of classes 8, 9 and 10(574

students). Four point Likert scale was used to assess the status of mental health of the

school adolescents. It was found that students coming from disadvantaged sections of the

society suffered from psycho- somatic disorders, inability to cope up with situation and

impulsiveness in behavior. Apart from that it was found that students suffered from

depression as well, and also the study reveals that type of school management has

significant influence on the mental health status of school adolescents because of the

rigidity in timetable and lack of recreation. The researchers suggest that mental health

interventions such as counseling and moral support are the panacea to this issue.

Dastan (2014) conducted a study to determine in high school population

adolescents’ mental status and related factors. A descriptive and cross-sectional survey

conducted among 558 ninth-grade Turkish adolescents aged between 13 and 17. Socio-

demographic data form, Strength and Difficulties Questionnaire (SDQ) was applied. The

25 self-report SDQ items are divided between 5 scales (hyperactivity scale, emotional

symptoms scale, conduct problems scale, peer problems scale and pro-social scale) of 5

items each. In order to analyze the data; descriptive statistics, student’s t test, One-way
Anova tests were used. 15.1 % of the students had 16-19 score (limit point), 9.1% had 20

and above score (abnormal) for SDQ and at risk. It was found that the SDQ scores are

high in the students whom are older, in those who lives with relatives, in those who have

divorced or separated family type, whose parents are irrevelant, whose family income is

bad, in those whose relations are bad with the family or the people, in those who has

problems in the continuation of human relations, in those who has a health problem,

whose monthly income is not enough and in those who works somewhere else (p< 0.05).

Mental problems are prevalent in high school students. The implementation of

therapeutic, structured mental support program to adolescences with mental problems

could be beneficial improving mental status of these individuals.

Assana, Laohasiriwong2, & Rangseekajee (2017) conducted a study to describe

the status of QOL, mental health, educational stress, well-being and determine factors

associated with QOL among high school students in the Northeast of Thailand.

Multistage random sampling was used to select high schools in 5 provinces. A self-

administered questionnaire was used to assess QOL, educational stress, anxiety,

depression and well-being. The association between the covariates was observed by using

Generalized Linear Mixed (logistic regression) Model (GLMM). The result indicates that

the prevalence of high level of QOL was 36% (95%CI: 32.30 to 41.69); whereas, 26.18%

(95% CI: 16.72 to 35.63) had high level of educational stress and 16.41% (95% CI: 2.20

to 30.71) had severe anxiety. Prevalence of depression was 18.55% (95%CI: 9.86 to

27.23) and low level of well-being was 13.41% (95% CI: 0.18 to 27.14). The factors

significantly associated with high QOL were; not having depression (Adj. OR= 3.07;

95%CI: (2.23 to 4.22); p<0.001), had high level of general well-being (Adj. OR=3.19;
95% CI: 1.99 to 5.09; p<0.001) and had low to moderate level of anxiety (OR=1.60;

95%CI:1.01 to 2.67). Therefore they concluded that most of the high school students had

low to moderate levels of QOL, educational stress and anxiety. Depression, anxiety and

general well-being had influences on QOL of high school students.

Wyatt, Oswalt1 & Ochoa (2017) conducted a study to examine differences in

mental health diagnoses and their related academic impact with a special focus on

classification year in college. Responses from 66,159 U.S. undergraduate students about

mental health and academics from the American College Health Association-National

College Health Assessment II were examined using regression analyses. The result

indicates that the differences in mental health diagnoses were found by classification with

first-year students reporting higher rates of self-injury and seriously considering suicide.

Upperclassmen reported higher rates of academic impact from mental health factors.

Findings indicate one’s first-year of college as the prime time to promote awareness of

and strategies to prevent mental health issues or negative academic effects; implications

for first-year experience programs are discussed.

Gupta and Kumar (2010) studied the relationship of mental health with emotional

and self-efficacy among 200 (100 male and 100 female) college students from

Kurukshetra University. The result indicates that emotional intelligence and self-efficacy

are positively related with mental health. It also revealed that male students were better

than female students in term of mental health, emotional intelligence and self -efficacy.

Jafar and Siti (2010) study examined whether, spiritual intelligence (SI) and

emotional intelligence (EI) can be considered as predictor for mental health. The
participants in the study were 247 High school students (124 male and 123 female) in the

age range of 14-17 years old, at the Gorgan City, north of Iran. The result indicates that

mental health can be influenced by spiritual intelligence and emotional intelligence. In

addition, the moderated effect of age on the relationship of spiritual intelligence and

emotional intelligence with mental health was not found.

Lie and Liou (20120 conducted a study to understand the prevalence of suicide

ideation among junior high school students in Indonesia and Philippines and the social

factors influencing it. The Global School-based Student Health Survey (GSHS) 2007 in

Indonesia and Philippines were used in conducting this study. This study used two-stage

cluster sampling design with a total of 5,369 junior high school students participate in a

self-report questionnaire. 2 questions related to suicide ideation served as dependent

variable, and 14 questions as the independent variable classified into socio-demographic,

socio-environmental and psychosocial were fitted to model the binary logistic regression

analysis. The results revealed that female students are more likely to have suicide

behavior (AOR=1.914; 95%CI=1.432-2.557). Philippines students are more likely to

have suicide ideation than Indonesian students (AOR=4.760; 95%CI=3.256-6.960).

However, Indonesian students with suicidal ideation were more likely to express their

ideation by making a suicide plan (53.5%) compare to the counterparts (40.6%).

Psychosocial factors, gender and school grade are important factors in students’ suicide

behavior. Policy strengthening in counseling in the junior high schools is needed to

prevent suicide.

Studies on Filipino Americans suggest no gender differences in mental health

help-seeking behavior (Baello & Mori, 2007; Gong et al., 2003), which contradicts
studies suggesting that men are more reluctant to seek help than women (Addis &

Mahalik, 2003). Findings were similar for Filipinos, i.e., there were no significant gender

difference between attitudes towards professional help seeking and intent to seek

professional help (Bunagan et al., 2011). It is important to emphasize though that both

genders were equally reluctant to seek professional help for psychological difficulties.

Furthermore, the study by Bunagan et al. (2011) was a bivariate correlational analysis.

Hence, multivariate studies are needed to fully clarify the role of gender.

Tuliao (2014) conducted a study to provide a review of potential barriers to

seeking mental health services among Filipinos. Research on help-seeking behavior s

among Filipinos living in the Philippines and other countries (e.g., US, Canada, and

Australia) suggest that mental health services in the Philippines are inaccessible and

monetarily prohibitive, and beliefs about the etiology and nature of mental illness are

inconsistent with the medical model. Other cultural variables such as shame, stigma, and

collectivist beliefs also discourage Filipinos from seeking help from mental health

professionals. Furthermore, these variables could account for the preference for folk

healers and lay networks in treating mental illnesses. As such, cultural and economic

factors need to be accounted for in conceptualizing Filipinos’ utilization of mental health

services. Implications and suggestions to aid practice were also discussed.

Lee, et. al (2013) conducted a survey to determine the social and

demographic factors associated with higher levels of depressive symptoms among 2,436

Filipino university students. The University Students Depression Inventory with

measures on lethargy, cognition-emotion, and academic motivation, was used. Six of the

11 factors analyzed were found to be statistically significantly associated with more

intense levels of depressive symptoms. These factors were: frequency of smoking,

frequency of drinking, not living with biological parents, dissatisfaction with one’s

financial condition, level of closeness with parents, and level of closeness with peers.

Sex, age category, course category, year level and religion were not significantly related.

In identifying students with greater risk for depression, characteristics related to lifestyle,

financial condition, parents and peers are crucial.

Pineda and Alonso-Balmonte (2016) reviewed the mental health problems of

college students in Metro Manila and the treatments being implemented by psychiatrists

and relevant specialists in the field. The study attempts to provide a baseline for future

papers to expand upon the matter by compiling data from medical professionals. Most

college students do not actively seek aid for mental issuess and that most feel that the

treatments are inadequate varying on where they were treated. The study gathered data

from doctors, and listed psychiatrists. The results show that schizophrenia, bipolarism

and intellectual disability are the most common. Students do not seek aid due to stigma

and that the current treatments are in fact adequate for the problems they treat. This

implies that the root of the lack of help-seeking in the Philippines stems from social

stigma not from inadequate methods and that that is the problem that must be focused

upon for future papers.

Studies about Mental Health and Academic Performance

Bostani, et.al (2014) studied the Relation between Mental health and Academic

Performance in athletic and non-athletic Students of the Islamic Azad University Ahvaz
branch, Iran. The sample consisted of randomly selected 200 students includes 100

athletic and 100 non-athletic. The results showed that general health and some of its

components, such as depression and anxiety, had a significant relation with educational

performance, while no significant relation was observed between Academic performance

and other components such as physical symptoms and social performance disorders. It

was concluded that the higher the mental health of the students, the better their

educational performance, although it seems that the students’ educational performance is

also affected by other factors and their interactional effects as well.

Liu (2017) conducted a study to identify the relationship between academic stress

and depression and anxiety symptoms among adolescents in Shenzhen, China. The result

shows that academic stress, studying in higher-grade levels, having poorer academic

achievement, and less amount of pocket money were found to be the risk factors for

academic stress. For depression symptoms, being female, fewer years living in Shenzhen,

poor academic performance, high levels of academic stress, higher grade levels, not

living in own accommodation and coming from disrupted families were found to be the

risk factors. In regards to anxiety symptoms, being female, high levels of academic stress

and being in higher grade levels were the risk factors. This finding emphasizes the

importance of the need to develop effective interventions to reduce academic stress in

Chinese adolescents. These could be used to guide professionals, such as teachers and

psychologists, to implement specific plans for adolescents. In addition, future studies are

recommended to continue to investigate the impact of demographic moderators upon the

mental health issues of Chinese adolescents.

 Subramani and Kadhiravan (2017) conducted a study to explore the academic

stress and its relationship with mental health among high school students. 200 high

school students from Government and Private schools in and around Salem city, Tamil

Nadu, India were selected through stratified random sampling and the data was collected

with Educational Stress Scale for Adolescents and Positive Mental Health Scale. The

results revealed that students from private school experienced higher academic stress than

that of government school students, and private school students have higher mental health

status than their counterpart. It was also found that academic stress had a significant

relationship with the mental health of high school students.

Yildirim, et. al (2007) conducted a study to determine the prevalence of

depressive symptoms among senior high school students preparing national university

entrance examination (ÖSS) in Turkey. The survey was conducted in the second term of

students’ senior year at high school, a time when they were exposed to a stressful

standardized national examination. Beck Depression Inventory (BDI), adapted for

Turkey, was used to assess self-reported depressive symptoms among 984 students. The

relationship between the presence of depressive symptoms and student gender, family

size, living circumstances, academic grade, number of times national exams were taken,

monthly family income, daily study time, number of friends of opposite sex and

involvement in social activities were examined. Gender, academic success and monthly

family income had statistically significant differences on BDI scores. The high rate of

self-reported depressive symptoms reflects heightened exam-related stress, social

expectations, worries about future success linked to uncertainty about securing a

university placement and personal, familial and demographic factors. The greater
prevalence of depressive symptoms among females (49.5%) compared to males (40.6%)

highlights higher degrees of stress or vulnerability among female adolescents facing

similar circumstances to males in Turkey.

Essel and Owusu (2017) conducted a study to examine the impact of stress on

students’ academic performance and stress management among students of Seinäjoki

University of Applied Sciences. The result revealed that the different factors that cause

stress among students. The factors were grouped into four, namely Relationship factors,

Environmental factors, Academic factors, and Personal factors. With respect to

Relationship factors, working with new people was the main cause of stress for students

in both groups. In the case of Environmental factors, worries about the future was the

main factor causing stress among students, whereas class workload was the main element

of stress with regard to the Academic factors. In the category of Personal factors,

financial problems caused most stress to students. Stress can, however, be managed

through the introduction of a stress management course and engaging in extracurricular

activities.

Verma and Singh (1990) studied cognitive ability, academic achievement and

study habits of socially advantaged and dis advantaged adolescent student of 12th grade in

Uttar Pradesh and found that the significant ’positive values for cognitive ability,

academic achievement and study habits indicated that all the three factors were definitely

affected by social disadvantages. Socially advantaged group exhibited higher levels of

intelligence, academic achievement and good study habits.

 Dutta (1981) conducted a study on "mental health in families." He revealed that

the period of transition from adolescence to an adult is more difficult, many may be

victims of mental ill health. Development of mind, body and mental health depends on

certaininterdependent factors like intelligence, sex gonads, nutrition, fresh and sunlight,

injuries, race, culture, position in family etc.

Mangotra (1982) conducted a study on the topic, "Mental health as a correlate of

intelligence, education academic achievement and socioeconomic status." He reported

that (1) girls scored higher in intelligence test and in the socioeconomic questionnaire

than boys; (2) girls appeared to possess better mental health, were capable of facing the

realities around them and in a position to tide over the mental health disequilibrium; (3)

the mental health of boys and girls appeared to the considerably influenced by the two

factors, namely, intelligence and physical health and (4) the mental life of boys was

dominated by the feeling of depression and neurotic behaviour. On the other hand, girls

were found to be suffering from a sense of insecurity and anxiety.

Kaur (1982) found that intelligence neither correlates positively with mental

health total nor with sub areas of mental health. But intelligence in combination with

some of the personality factors best determined the mental health of adolescent girls.

Raveendranath (1983) found that the mental health status of science students with

English medium was higher than those of Malayalam medium. The sub sample equated

on the basis of intelligence, interest and mental health status of English medium was

higher than those of Malyalam medium. The sub sample equated on the basis of high

socio-economic status and high mental health status did not show significant difference

between English and Malyalam medium classes.

 Sharma (1984) conducted a study on the topic, "the effects of social disadvantages

on mental health and mental health of adolescents" and reported significant differences in

the IQs of advantaged and disadvantaged adolescents with regard to psychiatric

morbidity.

Abraham (1985) found that 23 out of 25 psycho-social variables showed

significant correlations with mental health status. 22 psycho-social variables

discriminated between high and low mental health status groups (unselected groups) and

18 psycho-social variables discriminated between high and low mental health status

group equaled for intelligence, age and sex. The high mental health status group and low

mental health group differed significantly from one another.

Howe et al. (1993) studied the association between IQ and mental health in

children with chronic illnesses. The result showing that the higher risk of behavioural

problems in children with neurological disorders compared to children with other chronic

illnesses was partly mediated by decrements in IQ.

Ciarrochi and Anderson (2000) studied that emotional intelligence moderate the

relationship between stress and mental health. The result indicates that emotional

intelligence is a distinctive construct as well as being important in understanding the

relationship between stress and mental health.

Gunnell (2002) found that the risk of suicide was two to three times higher in

those with lowest intelligence compared with the highest intelligence test scores. This

may be due to the importance of cognitive ability in either the etiology of serious mental
disorder or an individual‘s capacity to solve problems while going through an acute life

crisis or suffering from mental illness.

Stanley and Peter‘s (2004) studied the association between premorbid IQ score

and risk of developing schizophrenia, other non affective psychoses, bipolar disorder, and

severe depression. The results indicate lower IQ score was associated with increased risk

for schizophrenia, severe depression, and other non affective psychoses, but not bipolar

disorder.

Schembri et al. (2006) results revealed that high intelligence to be associated with

positive well being; and deficits in intelligence with poor mental health. While Kumar et

al. (2007) studied that high intelligence is associated with better mental health and less

fatigue.

Shabani and Hassan (2010) investigated the link of intelligence with mental

health in 247Iranian of high school students of 8 schools (124 Boy and 123 Girl). The

results indicate that there is significant relationship of intelligence with mental health.

For seeking help from lay networks, women are more likely to seek help from lay

net- works compared to men (Bunagan et al., 2011), consistent with the results of Gong

and colleagues (2003). Although gender norms dictate that men should be strong and not

show emotional vulnerability (Aguiling-Dalisay et al., 1995), these gender imperatives

seem to only influence help seeking from lay networks. It is plausible to posit that other

variables are more influential in predicting help seeking from professional mental health

professionals other than gender.

SUMMARY