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Emotions such as fear, anger, and depression can impede learning. A high
level of anxiety resulting in agitation and the inability to focus or concentrate can
7th Edition 2004. Pearson Education Inc., Upper Saddle River, New Jersey page
451,1017)
person who is depressed will often have difficulty focusing on class lectures or on
reading a textbook. A student who was previously able to read a text chapter in
an hour may now spend 20 minutes on one page and remember very little of
what they read. Depression also interferes with the ability to make decisions. For
assignment, or more difficult than usual to decide where to begin when there are
several tasks to do. In short, depression can significantly interfere with academic
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Thus, a person is likely to feel hopeless about doing well in a class, is
likely to see his or her skills as lower than they actually are, and is likely to judge
his or her work as being worse than it actually is. This hopelessness and
tendency to see skills and work as worthless decrease motivation and add to
discouragement. (http://ccc.byu.edu/counseling/depression.php)
your life. In some cases, feelings can become so overwhelming that thoughts of
hurting yourself or ending your life may appear to be the only option. The ability
such severe depression and possibly keep negative events from occurring such
as: loss of jobs, academic trouble, or, in more serious circumstances, attempts at
hurting oneself.
symptoms of depression.
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Depressed thinking is often associated with low self-esteem and may take
the form of negative ideas about oneself and one's future. In severe depression,
depressed person may begin to feel that life is not worth living. In cases like this,
can range from mild to severe in intensity. Quite wide spread, it is often referred
depression. Some believe that emotional stress may bring on the chemical
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CHAPTER 1
There are many reasons why someone will become depressed. Common
concerns ('what am I going to do when I graduate: What do I want from life? etc.),
just to name a few. Other environmental and even possible chemical or biological
factors may also play a role in the causation of depression. Regardless of the
reason, feeling depressed is very difficult and many people who are depressed
The first thing to remember is that almost everyone feels depressed at one
time or another. And, more often than not, most people return to their regular
functioning at some point--you will not be depressed forever. Take time to assess
why you are feeling the way you are feeling. Feeling sad or depressed in most
you lose something important in your life, it is appropriate and expected that you
will feel sad and even depressed. However, when these feelings become
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interfere with your ability to function, it might be wise to make efforts to change
• seek out the support and validation of friends and/or family, or seek out
you have to take a break from the stressful event and/or feelings
• avoid making long term commitments or decisions until you are feeling
should consider.(http://darkwing.uoregon.edu/~counsel/depression.htm)
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1.2 STATEMENT OF THE PROBLEM
towards their clinical performance as perceived by the selected 3rd year nursing
students of John Paul II College of Davao. Moreover, this study seeks to answer
1. What are the profiles of the 3rd year Nursing students of John Paul II
1.1 Age
1.2 Gender
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4. Is there a significant effect between the academic depression and
1.3 HYPOTHESIS
Ho3: There is a significant factor that can eliminate the academic depression and
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1.4 THEORETICAL AND CONCEPTUAL FRAMEWORK OF THE STUDY
This study is based on the theory of Kagan (1994) which states that
students time to think and talk about what they are learning: they can carefully
construct their knowledge of the world around them. This approach is reported to
Conceptual Framework:
Academic
Academic Performance
Depression
NCM 101
Pathophysiology
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1.5 REVIEW OF RELATED LITERATURE
instead of one having a negative view of oneself due to depression. This has
large social implication of how we as a group persived each other and relate our
found that the student negative views about their future strongly controlled the
The research clearly backed up beck’s claim that those at risk for depression due
to dysfunctional attitudes who did not get into their college of choice doubted
their futures, and these thoughts lead to symptoms of depression. Therefore, the
student’s self-perceptions became negative after failing to get into college, and
many showed signs of depression due to this thinking. Other aspects of this
study did not much up well with Beck. They elaborate: “ As for participants more
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Their level of depress mood, however was simply not more severe than
2002, p.122). What occurred is that the requirements according to Beck, for
depressive symptoms were there but they did not occur regardless. Findings like
this show that Beck’s theory may not as complete as we would like, and there is
Foreign Studies
Cognitive Triad, Which explains that cognitive thoughts are about the self, the
world, and the future. For example, in a study done by Brown et al (1995) they
centered their focus on college students receiving poor exam scores. Brown
1995, p.434) In this study we would say that the students are having negative
thoughts about their future, because they may not pass the class. Negative
thoughts about the world, meaning they come to believe they do not enjoy the
college.
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1.6 SIGNIFICANCE OF THE STUDY
It is important to first let the person know that you are concerned about her
or him, want to help and are willing to be a resource. The way that you help may
range from just listening to recommending that the person contact a mental
This page is designed to provide an initial overview on the topic and offer
some strategies for teachers to consider utilizing. You are encouraged to seek
out more comprehensive and precise information on this topic. Resources are
provided at the end of this page, and there are other excellent books, articles,
and internet-based sources that will increase your knowledge and skill base.
subjects to the 3rd year transferees’ students of John Paul II College of Davao.
With this, students profile and the said factors where carefully observed and
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Factors on the other hand where included to know their effects to the said
studies. While grades of the previous semester include NCM 100, NCM 101,
Nutrition, CHD and SHE where the outcome of their previous academe. Results
have shown that as evidence there were no definite aspects that defer from the
said factors provided. Nevertheless, it is said to be that the outcome was not only
totally defer since both of the respondents have a close gap to the outcome of
Strategy -is a long term plan of action designed to achieve a particular goal, as
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Chapter 2
Methodology
gathering pertinent information that will substantiate the reliability and veracity of
the study. It is of utmost importance that the methods and tools being used
should answer the need of acquiring appropriate and valuable data for this study
itself.
This section discusses the following 1.) research design; 2.) research
The design specifies the approaches utilized to attain the objectives of the
information necessary for the study. Procedure refers to the different techniques
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2.1 RESEARCH DESIGN
approach and processes. This includes the gathering two academic subjects
This study conducted in John Paul II College of Davao City, which the
Enumerated below are the methods and tools used in the actual data
gathering;
3. Survey guide- this is a guide used by the data collectors to facilitate proper
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4. Interviews- to add more to the first hand information gathered, interview
was also conducted. Almost all of the questions on the interview came
from the survey questionnaire itself. This was intended to verify or double-
analysis. Certain standard values are compared to the arrived values on the
final summary of gathered data. Deviations from the standards could mean a
and patterns of academic performances and problem and such have been
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