Chapter I

THE PROBLEM AND ITS SCOPE

Rationale and Background of the Study

School closures were intended to keep students safe during the

pandemic, but for many, it’s ushered in a different set of dangers: anxiety,

depression, and stress other serious mental health conditions. This study

aims to analyze the existing research works and findings about the impact of

stress, anxiety, and depression on emotional stability in the general

population of grades 7, 8, and 9 of junior high at Aliaga National High

School.

Adolescents' depression, anxiety, and stress are major health problems

with long-term consequences. Depression can negatively impact many facets

of a junior high school student's life. It is a hazardous phenomenon,

especially when accompanied by anxiety and stress. Studying depression,

anxiety, and stress in junior high school students is critical for overcoming

these unpleasant symptoms and moving forward in their academic and

intellectual lives. Even though depression, anxiety, and stress are common

and have a significant impact, identification and treatment in primary care

have been inadequate.

One of the most important stages of life is adolescence, and since it is

so important, we should focus our efforts to solve challenging conditions like

depression, anxiety, and stress. Adolescents suffering from anxiety disorder

are at higher risk of future depression and anxiety, maladjustment at school,

1
and substance abuse (Kim-Cohen et al., 2003). Anxiety, characterized by

excessive worry and fear, is common among adolescents (Costello et al.,

2003; Knopf et al., 2008). Depression which is characterized by low mood is

common among adolescents (Costello, Mustillo, Erkanli, Keeler, & Angold,

2003;)

Depression and anxiety are the most widely recognized mental issues

affecting youths. Among them, depression, anxiety, and stress are the

leading causes of illness and disability among adolescents. Anxiety is a large

heading where disorders such as general anxiety; social anxiety are part of

it.

Junior high school education is an important turning point in the life

of academic students at Aliaga National High School. As the educational

system becomes more specialized and tough in junior high school, the

students become more likely to experience stress at this level. This might put

them at risk of developing common mental disorders such as depression,

anxiety, and stress. However, there is a paucity of research studies that have

assessed depression, anxiety, and stress among junior high school students

in Aliaga National High School.

Therefore, this study aimed to estimate the prevalence and identify

factors associated with the impact of depression, anxiety, and stress on

emotional stability among junior high school students in Aliaga National

High School.

2
Review of Literature

The existing literature about the impact of stress, depression, and

anxiety on emotional stability. The researcher reviewed the existing literature

to find the research gap which is the aim of this study. Only limited studies

on Filipino students have found that excessive sadness, a symptom of

depression, is due to anxiety and stress that are related to academics and

subjective factors (Zuorba, Cantara, & Olan, 2017).

Middle and high school students say devastatingly that depression,

stress, and anxiety are the biggest barriers to their learning. Psychological

distress including stress, anxiety, and depression are current global

problems (Bilgel & Bayram, 2014). Anxiety, depression, and stress just about

everyone sometimes feels these emotions. Stress is not a mental health

condition. Anxiety and depression in teenagers have been linked to high

levels of stress, lower quality of life, and, in severe cases, suicide. However,

stress can lead to mental health problems like anxiety and depression if it

persists over long periods without relief.

Depression

Before globalization, before the internet, before mass communications,

depression existed among all humans around the world we just called it

different things. The first accounts of what we today call depression, and

what was then called melancholia, come from Ancient Greece. Depression

was initially called "melancholia". Depression and its unipolar varieties are

3
one of the oldest emotional and psychological illnesses known to man. The

ancient Romans and several Greek physicians thought depression was a

mental disorder, caused by grief or blood and bile imbalances. Depression is

a condition that is marked by sadness, emptiness, hopelessness, and loss of

interest for most of the day (American Psychiatric Association, 2013).

Depression refers to an experience where you feel down most of the

time which is called “low mood” and you have also lost interest in things you

usually enjoy. You may also have changes in your sleep, and appetite, feel

guilty, de-motivated, and generally withdraw from others. Depression levels

tend to increase in older students (Bostanci, Oguzhanoglu, Ozdel, Ergin,

Atesci, & Karadag 2005; Naushad, Farooqui, Sharma, Rani, Singh, & Verma,

2014). Depression generates emotions such as hopelessness, despair, and

anger.

Depression is more prevalent among females, and the risk for suicide

attempts is higher; however, the completion of suicide is lower than the rate

for males (American Psychiatric Association, 2013). Energy levels are usually

very low, and depressed people often feel overwhelmed by the day-to-day

tasks and personal relationships so essential to life. Depression is a

condition in which a person feels discouraged, sad, hopeless, unmotivated,

or disinterested in life in general for more than two weeks and when the

feelings interfere with daily activities.

In working with students with anxiety and depression, the physical

health symptoms are often reported as the presenting problem because they
4
are the symptoms that are externalized (Dusselier, Dunn, Wang, Shelley, &

Whalen, 2005; Hartley, 2011). Depression and anxiety are serious problems

for students in both developed and developing countries. Depression is a

common and serious medical illness that negatively affects how you feel, the

way you think, and how you act. Depression, also known as major

depressive disorder, is a mood disorder that makes you feel constant

sadness or lack of interest in life.

Depression compromises the quality of life (Üstün et al, 2004).

Depression, anxiety, and stress are crucial measures of mental health that,

if left untreated, may severely impact people. Adolescence includes the age

group between 10 to 19 years of age, and it is a transitional phase from

childhood to adulthood. During this phase, many physical, psychological,

and behavioral changes occur, contributing to various mental health issues.

Mental health problems like depression, anxiety, and other conditions

can lead to various behavioral issues at school or home, increase

involvement in health-risk behaviors like substance use, and can lead to

reduced academic performance in schools. Depression is known in everyday

life as a condition of disinterest. Research also showed that one of the

classes with higher psychological problems was students (C. Wang et al.,

2020)

Anxiety, depression, and stress can significantly impact the health and

academic achievement of adolescents through emotional disorders. Thus, the

present study assessed depression, anxiety, and stress levels in a population

5
of students during a particular epidemic to determine the psychological

needs of dealing with the pandemic and potential causal factors. According

to the World Health Organization (WHO) reports, community-based studies

revealed an overall prevalence rate for mental disorders of around 20% in

several national and cultural contexts. An earlier study on Saudi secondary

school boys indicated that 38.2% had depression, 48.9% experienced

anxiety, and 35.5% suffered from stress. Another study done on girls in

Abha showed that depression accounted for 41.5%, anxiety was 66.2% and

52.5% experienced stress. Depression in school, high school, and college

students suffer from anxiety. Adolescent depression in school is increasingly

common. For various reasons, adolescents are at great risk for depression

during high school and college. High levels of stress, especially if persistent

or chronic, contribute to the development of anxiety and depression.

Anxiety

The word anxiety is derived from the Latin word “angere,” meaning to

cause distress (Sharma & Sharma, 2015). Anxiety is a natural emotion

characterized by alertness, vegetative autonomy, and behavioral responses,

accompanied by subjective sensations, all important for survival. In the long

term, an exposition to adverse stimuli may lead to depression comorbid with

anxiety. Anxiety can also start during the teen years or young adulthood as

peer interaction becomes increasingly important (National Institute of Mental

Health, 2013). Anxiety is an adaptive response generated by environmental

6
stressful situations that activate alarm mechanisms in the individual to

assure survival. Anxiety is a sense of fear or dread that something terrible is

going to happen. Anxiety can be general or specific to a place, social

situation, or thing (phobia).

Anxiety is one of the major predictors of academic performance.

Students with anxiety disorder display a passive attitude in their studies

such as a lack of interest in learning, and poor performance in exams, and

assignments. Researchers revealed that high levels of anxiety influence the

decrease of working memory, distraction, and reasoning in students (Aronen

et al., 2005). Effects of anxiety can be as simple as a slight increase in heart

rate, worrisome thoughts, or as debilitating as a panic attack or the

perseveration of a topic or situation that consumes one's entire thought

processes (Vanin & Helsley 2008).

Students with these disorders risk suffering from poor academic

performance and resistance to anything school related. This can include a

lack of engagement in the classroom, poor relationships with peers and

teachers, and disinterest in pursuing passions and planning. Their learning

is also affected because anxiety and depression can impact their working

memory, which makes it challenging to retain new information and recall

previously learned information.

The anxiety’s psychological symptoms among students include feeling

nervous before a tutorial class, panicking, going blank during a test, feeling

helpless while doing assignments, or lack of interest in a difficult subject

7
whereas the physiological symptoms include sweaty palms, cold,

nervousness, panic, fast pace of breathing, racing heartbeat, or an upset

stomach (Ruffins, 2007). Anxiety disorders are distinguished from a

subjective state of intense and uncontrolled fear and anxiety.

Psychologically, extreme causes of anxiety can cause someone to feel

disconnected from oneself and even fear insane (Bourne, 2010).

Psychologists agree the transition may trigger anxiety among children

and adolescents, whose social lives were affected by the lingering global

public health crisis. This could lead to some negative back-to-school

experiences that can have long-term effects on their development. Signs of

anxiety include poor concentration caused by intrusive thoughts, upset

stomach, headaches or light-headedness, muscle tension, restlessness,

breathing or sleeping problems, sweating or hot flashes, chronic worrying,

and panic attacks, among other related symptoms.

Anxiety and depression are the prevalent mental health problems in

the country, said the Philippines Mental Health Association associate

affiliate, Dr. Anuj Gaba. Gaba said the depression rate during the Covid-19

pandemic has increased to one out of four people because of the isolation

and loneliness being experienced during this time. The Philippine Mental

Health Act aimed to integrate mental health into the local educational

system through mental health promotion and provisions for preventive

measures including the incorporation of psychoeducational topics from

elementary school to the higher education level (Lally et al., 2019).

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 Aside from impairing overall health and well-being, depression and

anxiety symptoms can further adversely affect academic achievement

(Bernal-Morales, Rodríguez-Landa, & Pulido-Criollo, 2015). Anxiety, which

has no clear cause, tends to last longer and be more difficult to treat. These

difficulties and complications have a negative impact on those experiencing

them and can worsen anxiety, making it challenging for students to be

successful.

Stress

The word stress became part of the English language in the 14th

century that meant “a physical hardship or trial” (Hayward, 2005, p. 2001).

The stress originated from the French word “estrece” meaning narrowness

and oppression, and from the Latin word “stringo” or “stringere” meaning, to

draw tight (Hayward, 2005). During the 18th and 19th Century, the meaning

of stress shifted to denote a force, pressure, or strong influence acting upon

a physical object or person. This definition included that an external force

induced a ‘strain’ in an object which attempted to maintain its integrity by

resisting the distorting power of this force’. Therefore, stress can be viewed

as causing strain. Stress means different things to different people and what

one individual regard as stressful may not necessarily be experienced as

stressful by another person.

Sincero (2010) cited that James & Lange’s (1884) theory of stress is

called the Theory of Emotion have separately proposed their respective

theories on the correlation of stress and emotion, but they had a unified idea
9
on this relationship emotions do not immediately succeed the perception of

the stressor or the stressful event; they become present after the body’s

response to the stress. Stress is usually characterized by a sense of feeling

overwhelmed. This feeling may be due to your coping capacity being

overstretched or having been under pressure for too long. Some stress can

help us to perform our day-to-day functions, too much stress leaves us

“distressed” and often exhausted.

The stress eliminates from the environment of the individual the

student and their schoolwork, to be precise, showing that it is, in fact, a

transaction between two parties that have implications on the stress level

and management that they demonstrate (Krohne, 2002). Stress impacts

every aspect of our lives, from physical health to emotional health. More

than anything, stress negatively impacts our emotional health.

It can cause you to be depressed, emotionally spent and exhausted,

and a whole slew of other negative things. Mostly every student feels stress

in his or her schooling period (Sahu, Pandey & Jha, 2016). Stress leads us to

think about the problems or issues we are facing. Stress not only has

considerable emotional effects, but it is those emotional effects that make

stress so difficult to deal with. Stress does not influence all individuals

similarly, but rather stress can prompt sickness and negative encounters.

In a study done by Beiter et al. (2015), students living off-campus,

transfer students, and upperclassmen all scored higher on depression,

anxiety, and stress scales when compared to students living on-campus,

10
non-transfer students, and underclassmen. Stress can lead to a range of

emotional effects on the individual. These can include feeling angry, anxious,

depressed, moody, and isolated. It can also lead to changes in how a person

sees and in them doing things that can harm them, such as using

substances or impulsive behaviors. Stress may also lead to the development

of non-communicable diseases, including metabolic syndrome, obesity, and

reduced insulin sensitivity, resulting from unhealthy lifestyle habits and

stress system dysregulation (Pervanidou & Chrousos, 2012).

Stress does not influence all individuals similarly, but rather stress

can prompt sickness and negative encounters. Many students face stress as

they try to mix up busy lives, school, and work, while they are trying also to

have time with family and friends. For some students, stress becomes almost

a way of living. However, it is dangerous to let stress become a student’s way

of living in Senior High School because some stress levels can lead to a

terrible effect that changes completely a student’s life and it may fail. Stress

is inevitable and unfortunately, it produces headaches, and neck cricks and

causes many health problems including depression, anxiety, heart disease,

and stroke (Clark, 2013).

Blona (2005) claims that students experience stress since some are

trying to cope with the demands of adapting to a new living environment,

new peers, academic pressure, and sexual concerns. These situations can

leave them with trembling hands, tense muscles, migraine, headaches, and

multiple other symptoms of stress performance or reduce the student to

11
ineffectiveness. Prather (2013), keeping things in perspective, having fun

with hobbies, and enjoying indulgences in moderation are secrets to stress

busters. Anything that poses a challenge or threat to well-being undermines

both mental and physical health (Mayo Clinic Staff, 2012). Earning high

grades is a source of stress that affects their success in making good

impressions on their parents, classmates, and significant other persons.

Suldo and Hardesty (2008), students who become high achievers in

their academics, have a greater possibility to encounter stress due to the

academic requirements that they need to pass. Additionally, those students

had shown different stress coping strategies to manage their stress. Stress

begins as a threat but later on, it is considered access to coping strategies

(Mc Namara 2002). Proponents of the theory of Mc Namara (2000) and

Pallack et al. (2010) wherein argued the importance of psychological

processes in identifying the effects of stress on our emotions, physical,

health, and behavior. Because of the different pressures in the 21 st century,

adolescents cannot cope properly with their stress and they are

recommending some school programs that promote proper coping strategies

when they are stressed (Frydenberg et al., 2004). They all reacted to stress

with affective stress responses. These patterns can be monitored to maintain

the psychological and physical well-being of adolescent students.

Some common factors arise from stress such as a long school

schedule, poor socioeconomic status, and family educational background

(Pandey, 2016). Stress can also impact your emotional health by causing or
12
worsening depression. Stress can affect our ability to stay focused and

remember things. Together this impact how effective and able we feel. We

need to feel effective and capable for our self-esteem which is partly based on

the idea that we can do certain things well. Continued stress can lead to

feeling unable, incapable, and ineffective, which is a recipe for feeling shame,

embarrassment, and guilt. Stress in the academic context challenges the

students with their ways of dealing with and handling it daily. In the

Philippines, students’ situations vary from each other, which provides stress

such to personal factors, financial difficulties, lower grades, and balancing

work and study.

Emotional Stability

The concept of “emotional stability” combines a whole range of skills

and a wide range of multi-level phenomena. Kumar and Bhukar (2013)

defined emotional stability as one’s capacity to balance emotions under

situations of pressure and should be considered. Emotional stability is

regarded by us as the integrative characteristics of a person with the

theoretical understanding of emotion creation mechanisms, the need to work

on a personal negative emotional state, who can recognize, assess, and

manage it in difficult emotional situations to save a reasonable behavior. On

the other hand, the concept of emotional stability is the ability to keep one’s

emotional balance under pressure.

13
 Serebryakova et al. (2016) stated that emotional stability is a prime

factor in developing management skills in different fields for students in

higher education. Emotional stability has been examined and recognized as

a personality representation in the human mind. However, no matter

whether the approach of natural language description based on lexical

hypothesis or clinical observations is inductive, these approaches are short

of a theoretical framework on emotional stability to explain its nature and

construct. In the meanwhile, the criterion validity of the existing emotional

stability measurements about the prediction of behavior has been challenged

by trait theorists.

The academic interest is largely focused on the search for correlates of

emotional stability to various personal characteristics (Trukhmanova, 2004).

Emotional stability is the capacity to maintain one’s emotional balance

under stressful circumstances. It is the opposite of emotional instability and

neuroticism. Emotional stability is nothing but a steady state of mind even

in situations of stress and emotional outburst. Being emotionally stable and

steady are some of the characteristics of emotional stability. Emotional

stability is a chain reaction in which the personality regularly strives for a

greater state of mental health. Emotional stability is not only an effective

factor in personality patterns, but it also helps to keep in control of the

growth of adolescents ‟s growth. A person who can keep his emotions stable

even in the tough corners might be emotionally childish in their behavior.

14
 The dimensions of emotional stability, specified by Jameson et al.

(2016), such as behavioral self-awareness, communication and conflict

management, emotional and behavioral self-efficacy, adaptability, and self-

programming of a positive mental attitude were used as variables in the

study. Emotional stability enables the person to develop an integrated and

balanced way of perceiving the problems of life. According to Li and Ahlstrom

(2015), emotional stability can be discriminated from the other Big Five-

related personality traits and correlate with neuroticism. This organizational

ability and structured perception help one to develop reality-oriented

thinking, judgment, and evaluation ability. One develops feelings,

perceptions, and attitudes that help in understanding the realities of life and

conditions and circumstances that create miserable situations in life. Such

understanding helps one promote high ego strength. Emotional stability is

an important indicator of multicultural competencies.

Emotional stability is essentially a measure of anxiety versus well-

being, where emotions are controlled rather than highly variable. Competent

teachers and mentors are expected to teach and supervise students/trainees

from different cultural backgrounds and can improvise as the situation

requires. Especially in international classrooms or groups, with a mix of

cultural backgrounds, it can be hard to deal effectively with stressful events

and situations. Teachers and mentors need the capacity to maintain one

emotional balance under these stressful circumstances and stay far away

from emotional instability or neuroticism.

15
Theoretical Framework

The theoretical framework for the study the theory also focuses on the

psychological response of an individual to stress such as anxiety and

depression (McEwen & Wills, 2014). In contemporary society, depression,

anxiety, and stress are much more common than it was in history. There are

negative effects of depression on student success. Student success is

negatively related to depression. Depressed students usually spend less time

on homework and achieve lower grade point averages. They don’t have

distinct dimensions because Negative and positive affect is interrelated.

This theory serves as the basis of the researchers in the method and

procedures of collecting data, interpreting data, and formulation of

recommendations. The theory represents a belief that non-clinical forms of

anxiety/depression can be seen as relatively stable personality

characteristics and reflects the newest results of the studies on cognitive and

affective mechanisms in anxiety/depression,(Eysenck and Fajkowska, 2017).

Anxiety is a psychosocial problem faced by many people and is

considered a significant effect of depression and stress. Anxiety, stress, and

depression are interrelated types of psychiatric disorders. A person suffering

from depression is triggered by stress, and often there is an anxiety

component and vice versa. Depression, anxiety, stress, social support, and

resilience and to determine the association between resilience and social

support.
16
The Problem

 Statement of the Problem

Many students experience anxiety depression and stress at some stage

during their life. Individuals with anxiety, depression, and stress would not

be open to their loved ones and would keep their pain to themselves.

Depression, anxiety, and stress can cause so many diseases that can be

long-term or short-term severe or curable. People with anxiety, depression,

and stress would not be open to society and would keep their pain to

themselves.

This study described the impact of anxiety, depression, and stress on

emotional stability to overcome these issues for improved emotional stability

among the Junior High of Aliaga National High School. It helped people to

overcome this issue and maintain a healthy life. This research investigated

the following questions.

1. Is there a significant relationship between anxiety, depression, and

stress with the emotional stability in the Junior High of Aliaga National

High School?

2. Is there a significant difference in the emotional stability of male and

female students?

3. Is there a significant difference in emotional stability in terms of age?

4. Is there a significant difference between depression, anxiety, and stress

in terms of the year of study?

17
 Scope and Delimitation of the Study

The study aims to determine the impact of anxiety, depression, and

stress on emotional stability in junior school students’ at Aliaga National

High School upon significant of testing the significant relationship between

anxiety, depression, and stress with emotional stability. The significant

difference in the emotional stability of male and female students and the

term of age and year of study.

The scope of this will be identified as;

a. Respondent must have been at least age of 11 to 15 years old.

b. The respondent is presently a junior high school student at Aliaga

National High School.

c. The respondent must have been experiencing anxiety, depression, and

stress on emotional stability.

d. There were no parents involved in the conducting of the survey.

 Objectives of the Study

The main objective of the study can be described as:

a. To assess the impact of, anxiety, depression, and stress on emotional

stability as well in grades 7, 8, and 9 in junior high and their effects on

quality of life.

b. Describe situations, thoughts, feelings, and actions associated with

depression, anxiety, and stress on emotional stability.

18
 c. Undertaken to estimate the incidence and identify factors associated

with depression, anxiety, and stress among junior high school students.

d. Determine if a significant difference exists between anxiety, depression,

and stress with the emotional stability levels of males and females.

e. Analyze depression, anxiety, and stress of students in junior high

students.

f. To provide conclusions and recommendations for teachers of the school

as well as counselors who, in the counseling setting, work with

depression, anxiety, and stress management.

 Description of Variables

In this study, the focus is on the variables related to the impact of,

anxiety, depression, and stress on emotional stability issues. Specific

variables and their descriptions of the first three outcome variables are

stress, anxiety, and depression. Stress is necessary to challenge students to

learn. Approaches are needed that reduce the negative aspects of stress

which lessen students' learning and performance. Anxiety is characterized

by intense feelings of dread, accompanied by somatic symptoms that

indicate a hyperactive autonomic nervous system. Depression manifests as

loss of interest or pleasure, sadness, feelings of guilt or low self-worth,

disturbed sleep or appetite, extreme tiredness, and poor concentration.

19
 Statement of Assumption

Lunenburg and Irby (2008) defined assumptions as “the postulates,

premises, and propositions that are accepted as operational for purposes of

the research” (p. 135). The study included the following assumptions. The

assumption was held that all participants would be honest and would follow

all directions. The assumption was also held that all participants were

truthful while answering the questions and correctly identified the forms and

impact of anxiety, depression, and stress in Grades 7, 8, and 9 Junior High.

The assumption was also held that all participants possessed or had access

to a computer. Further, it was assumed that all students and teachers had

the requisite knowledge and skills to participate and understood the

questions and vocabulary related to the questions they were asked in the

interview.

 Statement of Hypothesis

A hypothesis is a prediction of the possible outcomes of a study

(Fraenkel & Wallen, 2009). This study hypothesized that anxiety, depression,

and stress on emotional stability and the link among junior high students.

Hypothesis 1: This study hypothesized that students in Aliaga National High

School have complex rates of depression, anxiety, and stress of well-being.

Hypothesis 2: This study hypothesized a significant relationship between

anxiety, depression, stress with emotional stability.

20
Hypothesis 3: This study hypothesized a significant impact of depression,

anxiety, and stress on emotional stability.

Hypothesis 4: This study hypothesized emotional stability in grades 7, 8, and

9 Junior High.

 Significance of the Study

This study aims to distinguish the significance of my study was to

conduct the impact of depression, anxiety, and stress on emotional stability

in grades 7, 8, and 9 Junior High. This study may benefit certain groups and

the benefits they may be able to gain are as follows:

To the students. They will be able to use this study as awareness to be

knowledgeable at which level of stress they are in and to know the kinds of

stress that they are facing.

To future researchers. The results or findings of this study will be

serving a good source of accurate and useful information for them. It can

also be a basis for them in ever more types of depression, anxiety, and stress

that can relate or connect to their future related studies in a different locale.

And they may extend the prior knowledge with the information given if ever

they might like to deepen their understanding and ideas regarding the

impact of depression, anxiety, and stress.

To the school administrators. They will be gaining insights regarding

the impact of depression, anxiety, and stress that has been happening inside

the institution. For them to gain knowledge before this psychological issue.
21
And be aware it that may result to give them ideas and a push to try in

solving such issues.

 Definition of Terms

Anxiety. It is psychological symptoms among students include feeling

nervous before a tutorial class, panicking, going blank during a test,

feeling helpless while doing assignments, or lack of interest in a

difficult subject whereas the physiological symptoms include sweaty

palms, cold, nervousness, panic, fast pace of breathing, racing

heartbeat, or an upset stomach.

Depression. It is a condition that is marked by sadness, emptiness,

hopelessness, and loss of interest for most of the day.

Emotional stability. Is defined as a property to label whether or not a

complex emotional system can automatically maintain its equilibrium

efficiently.

Junior High. It is a student-level grade school for grades 7, 8, 9, and 10.

Stress. It is a mental and physical condition caused by internal and external

factors that threaten the well-being of individuals.

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 Chapter II

RESEARCH METHODOLOGY

This chapter contains a discussion of the methodology that was used

in the conduct of this study. It describes and expounds the research

environment, type of research being conducted, and research respondents

which include the population, sampling technique, and description sample.

It also includes the research procedure, gathering data, and treatment of the

data which uses statistical analysis.

Research Environment

The locale of this study is Aliaga National High School one of the

biggest Secondary High Schools in the District of Aliaga, Division of Nueva

Ecija. Aliaga National High School was established in July 1946. Today, the

school has all the buildings it needs, plus the facilities and equipment that

are a must in carrying out the goals and objectives of secondary education in

the country. Now, there are a total of 156 faculty and staff and additional 12

teachers for senior high school, under the dynamic leadership of Mr. Pablito

P. Manialong, Ph.D., who are doing their utmost best to give their 3,500

students the quality of education they are entitled to and continuously

enrich the institution to realize its highest potentials.

At present, the school has enough classrooms to hold a great number

of students, and the Science laboratory was donated by one of the former

students named Dr. Mario M. Labadan who continuously supports the

23
school. Other facilities are still under construction for the benefit of the

youth of Aliaga. With the help of kind-hearted people who endlessly support

the institution and the assistance of LGU, the school now has a total of 105

classrooms to accommodate the growing population of students.

Type of Research Being Conducted

Qualitative research methods were designed in a manner that help

reveal the behavior and perception of a target audience with reference to a

particular topic. There were different types of qualitative research methods

like an in-depth interview, focus groups, ethnographic research, content

analysis, case study research that are usually used. The results of

qualitative methods are more descriptive, and the inferences can be drawn

quite easily from the data that is obtained.

The qualitative data came from direct observation on school heads and

in-depth analysis on the interviews among them. The results were analyzed

as part of the quantitative analysis. Conducting in-depth interviews was one

of the most common qualitative research methods. It was a personal

interview that is carried out with one respondent at a time. This was purely a

conversational method and invites opportunities to get details in depth from

the respondent.

One of the advantages of this method provides a great opportunity to

gather precise data about what people believe and what their motivations

24
are. If the researcher was well experienced asking the right questions can

help to collect meaningful data. If they should need more information the

researchers should ask such follow up questions that helped them collect

more information.

These interviews can be performed face-to-face or on phone and

usually can last between half an hour to two hours or even more. When the

in-depth interview is conducted face to face it gives a better opportunity to

read the body language of the respondents and match the responses.

Research Respondents

(Population, Sampling Technique, Description Sample)

The respondents of this study were composed of selected 100 junior

high school students at Aliaga National High School. The needed data were

obtained from a range of sources. The answers to the questionnaires from

the respondents were the source in formulating the objectives, content, and

performance standards.

Junior high school students served as the key respondents of the

study. Their answers to the questionnaire and responses in an interview was

used to gauged to describe the impact of anxiety, depression, and stress on

emotional stability to overcome these issues to improved emotional stability

among the Junior High of Aliaga National High School.

25
 Observations coming respondents to describe the impact of anxiety,

depression, and stress on emotional stability to overcome these issues to

improved emotional stability among Junior High of Aliaga National High

School also serves as key sources of data.

The researcher used of different instruments to describe the impact of

anxiety, depression, and stress on emotional stability to overcome these

issues to improved emotional stability.

A questionnaire was given to the respondents which will be in the form

of 4-point Likert Scale to describe the impact of anxiety, depression, and

stress on emotional stability to overcome these issues to improved emotional

stability, challenges encountered and the extent of these challenges among

Junior High of Aliaga National High School.

The self-made questionnaire design was evaluated by another set of

experts for suggestions and refinement of the different items. The jurors were

composed of three members. After which, the researcher will make a final

draft of the questionnaire, and this was administered to the respondents.

Then, the results were determined and analyzed. The core objective of

doing the pilot testing was to validate the items and the concepts that are

included in the questionnaire.

26
 A 4-point Likert Scale was used below:

Range Description

3.50 – 4.00 Very Satisfactory

2.50 – 3.49 Satisfactory

1.50 – 2.49 Poor

Research Procedure

The researcher provided questionnaires to the respondents. Similarly,

an observation was initiated to describe the impact of anxiety, depression,

and stress on emotional stability to overcome these issues to improved

emotional stability among the Junior High of Aliaga National High School in

an actual school setting. Subsequent, an interview was conducted to the

respondents to gather data and to validate and analyze the data gathered.

Gathering Data

The researcher sought permission from the Schools Division

Superintendent to conduct the said undertaking. After approval, the letter

was also sent to the school district supervisor to conduct the study.

The questionnaire was given to the respondents for the purpose of

collecting of data needed for the conduct of the study.

27
Treatment of the Data

(Statistical Analysis to be used)

The study was quantitative research. The study is a co-relational

survey model as it aimed to describe the relationship between depression,

anxiety, and stress with emotional stability. The study adapted pre-designed

questionnaires to collect data. Also, the sample of the study consists of

approximately 260 undergraduate university students from the University of

Sulaymaniyah in Northern Iraq. The questionnaire was divided among 300

students, but the researcher received 260 questionnaire forms filled out by

participants.

The participants were purposively selected from different departments

through a purposive sampling technique. The researcher included males and

females, participants of different age groups, different years of study, and

different departments to answer the research questions and achieve the aim

of the study. And the collected data was analyzed using Statistical Program

for Social Science (SPSS) version 22. There are four variables in the research,

three independent variables, stress, anxiety, and depression, and one

dependent variable which is emotional stability.

The researcher collected the data for these four variables using pre-

designed questionnaires. To get results the researcher adapted Henry and

Crawford (2005) scale for measuring the level of anxiety, depression, and

stress among the participants. The scale is called as DASS which is a set of

three self-report scales. DASS had 21 items. Emotional stability was

28
measured using a self-reported scale with twenty items adapted from

Pastorelli, Barbaranelli, Cermak, Rozsa, and Caprara (1997).

After the collection of the data from the surveys, the data were

reviewed, and the characteristics of the sample were reported. Descriptive

analyses were conducted to 24 summarize the characteristics of the sample

(gender, race, age, or classification) and descriptive statistics of the predictor

variables and outcome variables.

29
 Chapter III

Presentation, Analysis, and Interpretation of Data

This chapter presents the presentation, analysis, and interpretation of

data on the impact of anxiety, depression, and stress on emotional stability

in junior school students’ at Aliaga National High School.

Significant relationship between anxiety,

depression, and stress with the emotional

stability in the Junior High of Aliaga National

High School

The findings of the study suggest that there is a negative but

significant correlation between depression, anxiety, and stress with

emotional stability. P<0.05, r=-0,35, P<0.05,r=-0,151 and P<0.05 ,r=-0,257

as see in Table 1.

30
 Stress Emotional Depression Anxiety
1 .354 .151
Emotional .000 .000 .015
259 .000 259
Depression -.354 .000 .000
1 .440 .000 260
1 .408 .000 260
Anxiety -.151 .440 1 .408
.015 .000 .000
259 260 260
Stress -.257 .553 408
.000 .000 .000
259 260 260

Table 1. Correlation Analysis

Depression is one of the emotional problems, and hopelessness and helplessness are its

main causes. Depression is a prevalent problem among college's students across the world and

it effect on a students’ ability to perform activities of daily life. It is marked by sad feelings

among college students which are known as a common mental illness." National Institute of

Mental Health found that during their college life many students experience the first

symptoms of depression. Students often feel sad and reductions in academic performance.

Untreated depression usually interferes in day-to-day activities and lasts for a long

time. People ignore their own successes and good traits, while exaggerating their faults and

failures. Student’s Academic performance which every individual has to perform in all

cultures has become an important goal of the educational process. Student’s personality,

education, motivation, mental health, and training also effect academic performance.

31
Significant difference in the emotional
stability of male and female students

The findings suggest that there is no significant relationship between

the emotional stability in terms of gender as P> 0.05, t =0.616, as mentioned

in Table 2 with an effect size of 0.07 that we can say small size effect,

according to Cohen’s d that 0.2-0.5 include small size effect.

N Mean Std. t df Sig.(2-

Deviation tailed)
EMOTONAL Male 143 3.2615 .50287 .616 257 0.538

Femal 116 3.2233 .48947

e
Table 2. Independent Samples T-Test
for emotional stability and gender

Significant difference in emotional stability

in terms of age Significant difference between

32
depression, anxiety, and stress in terms of the

year of study

The findings of the study suggest that there is no significant effect

between emotional stability in terms of age as mentioned in Tables 3, The

P>0.05 and F (2,256) =0.408.

Summation df Mean F P

EMOTONAL Betwe .202 2 .101 .408 .666

en
Groups
Within 63.353 256 .247
Groups
Total 63.554 258

Table 3. Age and Emotional stability

The impact of anxiety, depression, and stress on emotional stability in

junior school students’ at Aliaga National High School were affected by

33
several factors including depression. It also affects behavior. Depressed

people sometimes feel worthless. The results of the study revealed that there

is a negative effect of depression on student’s academic performance.

Further results showed that there is a significance difference between

academic performance of students having low, medium and high-level

depression. Result also showed that more students with medium level of

depression showed medium academic performance, and few students with

low and high depression exposed low and high academic performance.

The above-mentioned results are supported and found to be

inconsistence by the previous studies which are mentioned below; A study

on mood disorders, especially anxiety, depression and academic achievement

was conducted by Reseem. Two questionnaires one for measuring anxiety

and second for measuring depression were used for collecting data from 100

students. Result showed that Females found more anxious and less

depressed than male and males are more depressed and less anxious than

female. Positive relationship between achievement and anxiety and negative

relation with depression were found.

Coolgin., conducted a study to investigate the effect of self-esteem on

depression and bullying among adolescents. Sample was consisted of

secondary schools students studying in Selangor, Malaysia, which was

comprised of 242 teenagers (age range 13 to 16 years). Three questionnaires

were used for data collection. No gender differences were found between self-

esteem of males and females.

34
 But a Negative relationship between depression and self-esteem, a low

positive correlation between depression and bullying and medium correlation

between self-esteem and bullying and were found. In U.S. middle and high

schools, Jones explored the relationship of depressed mood and academic

performance.

In middle school, Negative effects of depression were found on

academic achievement. Findings revealed that depressive students don’t

perform well academically. Further depressed feelings were found to be

consistent reductions in academic progress.

Fernandez and De La Cruz conducted a study in 2019 and expressed

a link of Anxiety and depression with academic performance. They disclosed

association of higher levels of anxiety and depression with lower academic

performance. So, it can be concluded that Students suffer with low and high

level of depression expose low academic performance. The students have

moderate level of depression showed medium academic performance. And

there was a significant difference between the student’s academic

performance having a high, moderate, and low level of depression.

Chapter IV

Summary, Findings, Conclusion, and Recommendations

35
 This chapter presents the summary, findings, conclusions,

recommendations of the concluded study on the impact of anxiety,

depression, and stress on emotional stability in junior school students’ at

Aliaga National High School. Recommendations were also included to serve

as basis for future related undertakings.

SUMMARY

It was reported that stress was positively related to each other. A

negative association was also evident with instrumental support seeking,

proactive coping, emotional support seeking, and reflective coping. It found a

significant positive association between depression and trait anxiety among

junior high school students.

However, emotional intelligence didn’t show any significant

relationship with anxiety, depression, and stress on emotional stability. Trait

anxiety was a significant predictor of procrastination considering into

account the state anxiety as well as emotional intelligence.

More true to this, in this younger proportion of the sample, men were

found to be more indulged in anxiety, depression, and stress on emotional

stability than women. It was also found that it was significantly associated

with greater anxiety, stress, depression, fatigue, and decreased satisfaction

in life, especially in income and work domains. Unemployment and

36
absenteeism were also related to the impact of anxiety, depression, and

stress on emotional stability in junior school students.

The findings suggested that age, sex, unemployment, stress,

depression, fatigue, and absence of a partner were significant predictors of

the impact of anxiety, depression, and stress on emotional stability. Davide

and Lusito Perez (2021) conducted their research on junior high school

students to determine the impact of anxiety, depression, and stress on

emotional stability in junior school students on their life satisfaction. It was

seen that around half of the students suffered the same burden.

In terms of the impact of anxiety, depression, and stress on emotional

stability in junior school students’ at Aliaga National High School, no

significant difference could be perceived among males and females. Most

importantly, it was negatively associated with life satisfaction among

students such that higher degrees were related to reduced degrees of life

satisfaction among students.

These results were supported by a recent study conducted by Liam

(2020) where it was indicated that students indulging the impact of anxiety,

depression, and stress on emotional stability in junior school students’, less

emotional bonds, less psychological well-being, less positive affect, more

psychological distress, greater loss of emotional and behavioral control, less

satisfaction in life and more depressive symptoms.

37
FINDINGS

In light of this research, the researcher found out the following

integral aspects that were present:

1. The probability of the chi-square test statistic (chi-

square=7.518) on anxiety, depression, and stress on

emotional stability is p=0.011, which is greater than the

alpha level of significance of 0.05. And the value of

contingency coefficient is 0.103 which indicate a relatively

low association. It was concluded that there is no effect of

depression on. So, the null hypothesis that there is no effect

of depression on student’s anxiety, depression, and stress on

emotional stability.

2. It exposed the probability of the t-test statistic (t-

test=33.066) was p=0.000(0.001), which is less or equal than

the alpha level of significance of 0.05. Therefore, the null

hypothesis no 2, there is no significance difference anxiety,

depression, and stress on emotional stability.

3. The impact of anxiety, depression, and stress on emotional

stability in junior school students’ at Aliaga National High

School were remarkable and needs to be address.

38
 4. That emotional stability in junior school students’ at Aliaga

National High School should be treated with the help of

government in accord with the policies of Department of

Health.

5. That Aliaga National High School need ancillary department

to further cater the necessities of the students.

CONCLUSION

Based on the findings, the researcher drawn the following

conclusions:
1. The Department of Education must revisit and study the

psychological development of students especially in the junior

high school level on of anxiety, depression, and stress on

emotional stability.

2. Teachers as facilitator of learning must have expertise in dealing

with this kind of challenges that affects the learning performance

of students.

3. The school must have program and activities as awareness for

the students and the whole stakeholders to have a knowledge on

this kind of issues and concern.

39
 4. Particular planning with refard to conduct of the students must

be prioritize including the parental support to establish

transparent communication between students and the school.

5. The community must be oriented on the aspect of of anxiety,

depression, and stress on emotional stability for future

references and to safeguard the students within their area of

jurisdiction.

RECOMMENDATIONS

Based on the conclusions, the researcher drawn the following:

1. Health service should be made inside the school to aware the

students that even mild symptoms of depression may be associated with

lower grades and how they affect the overall performance of students. The

staff of the student health service should be made fully aware to the harmful

effects of depression for planning different activities about health-education

related to students’ problem.

2. The teachers need to be vigilant for the overtly depressed students.

Because they can judge students’ behavior in the classroom and recognize

that their academic performance is suffering by depression.

40
 3. Moreover, there is the need of the hour that students must be

aware with different psychological problems and their effects. So, awareness

programs on these topics should be conducted because these programs

could be beneficial to teachers to improve their interactions with students

and to understand students’ problems.

4. There is need to investigate the effects of anxiety, depression, and

stress on emotional stability on students’ academic performance in private

sector.

5. After the present research was conducted, further need was felt to

carry out a comparative study on anxiety, depression, and stress on

emotional stability.

6. Additional research is required to find out the effects of anxiety,

depression, and stress on emotional stability on student’s overall

development.

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