Name: Sarah Mae A.

Palonpon Date: 09/24/21

Grade & Section: 12-STEM 4 Teacher: Ms. Dannica Sison
Subject: Practical Research 2

ACTIVITY #4: Citations and Bibliography/References

 There are a number of studies associating student involvement and achievement
with mental health and vice versa, and have documented the positive effects of
social and emotional learning programming on students of diverse backgrounds.
Improved social and emotional behaviours among students can have a strong
impact on success in school and ultimately in life (Greenberg et al., 2003).

 Mental health disorders produce a sizeable burden to its victims. Literature

suggests that mental illness can cause days out of work, loss of productivity, and
financial drain from treatment costs, family and caregiver stress and loss of life
(Bronsard et al., 2016; Centers for Disease Control and Prevention).

 According to Pachuki et al., (2015), during their later adolescent years, college
students spend most of their time in schools and frequently interact with peers,
classmates and teachers. Their ability to socially integrate with the entities in the
academe influences the state of their mental health. They suggest that the structure
interaction networks of adolescents influence the robustness of depressive
symptoms.

 Fleming et al., (2005) provided strong empirical evidence that interventions that
strengthen students’ social, emotional, and decision-making skills also positively
impact their academic achievement. Students with frequent feelings of internalized
distress such as sadness, anxiety, depression) show poor academic functioning
and those with externalized distress such as anger, frustration, and fear exhibit
school difficulties

 According to Rifareal (2020), stress is a "normal part of life," adding that this could
also be positive in some respects. Citing cases of her patients, Rifareal said that
while some students see distance learning as a source of stress, it also enables
them to be better in their studies.