Evaluating the Relationship between Gender, Depression and Academic Performance among Secondary School Students
Journal Title: International Journal of Interdisciplinary and Multidisciplinary Studies (IJIMS) - Year 2017, Vol 4, Issue 2
Abstract
Depression may be described as feeling sad, unhappy, miserable, or down in the dumps. Most of us feel this way at one time or another for short periods. True clinical depression is a mood disorder in which feelings of sadness, loss, anger, or frustration interfere with everyday life for an extended period of time (Ballas, 2009). In our society academic achievement is considered as a key criterion to judge one's total potentialities and capacities. Hence academic achievement occupies a very important place in education as well as in the learning process. Academic achievement is defined by Crow and Crow (1969) as the extent to which a learner is profiting from instruction in a given area of learning i.e. achievement is reflected by the extent to which skill and knowledge has been imparted to him. Academic achievement also denotes the knowledge attained and skill developed in the school subject, usually designed by test scores. Gender issue has become the talk of today's forum. Although the literacy rate is more among the boys than girls; it is quite interesting to observe that girls are securing better ranks than boys in almost all competitive examinations. Many factors affect academic achievement. One of them is depression. Depression has a high prevalence and relationship with both memory and academic achievement. Depression indices are: persistent sadness, discouragement, loss of self-worth and interest in daily activities. True depression in teens is often difficult to diagnose because normal adolescent behaviour is marked by both up and down moods. These moods may alternate over a period of hours or days. Depression has an effect on academic achievement.
Authors and Affiliations
Rakesh Chowdhury
Keywords
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