1. A Study of Depression of Adolescents of
Secondary Schools in Relation to Self Efficacy,
Adjustment and Academic Achievements
Researcher Supervisor
Puja Awasthi Prof. Sunil
Kumar Singh
2. Rationale of the Study
• Adolescence is increasingly a period of
stress and strain
• Adjustment is vital to personality
development and academic achievement
• Better understanding can lead to better
learning
• Researcher’s own interest
3. Operative Definitions
• Depression- An illness of the mind and the body
• Self Efficacy- Judgment of own capabilities to organise and
execute action required to attain certain performance
• Adjustment- Continuous process of interaction between the
environment and the individual
• Adolescence- Span of years between which boys and girls
move from childhood to adulthood
• Academic Achievement- Evaluation of growth through
regular instruction through learning experiences
• Senior Secondary School- Standards VII or VIII to X or XII
4. Objectives of the Study
• To study the level of depression of male adolescents in government and
private secondary schools.
• To study the level of depression of female adolescents in government and
private secondary schools.
• To study the level of self efficacy of male adolescents in government and
private secondary schools .
• To study the level of self efficacy of female adolescents in government and
private secondary schools .
• To study the adjustment of male adolescents in government and private
secondary schools.
• To study the adjustment of female adolescents in government and private
secondary schools.
5. Objectives of the Study…
• To explore the relation between mean scores of various levels of
depression and level of self efficacy of adolescents of government and
private secondary schools.
• To explore the relation between the mean scores of various levels of
depression and adjustment of adolescents of government and private
secondary schools. .
• To explore the relation between the mean scores of various levels of
depression and academic achievement of adolescents of government and
private secondary schools.
6. Hypothesis
• There is no significant difference between self efficacy in low
depressed male adolescents of government and private
secondary schools.
• There is no significant difference between self efficacy of low
depressed female adolescents of government and private
secondary schools .
• There is no significant difference between self efficacy of low
depressed total adolescents of government and private
secondary schools.
• There is no significant difference between self efficacy in high
depressed male adolescents of government and private
secondary schools.
7. Hypothesis…
• There is no significant difference between self efficacy in high
depressed female adolescents of government and private
secondary schools.
• There is no significant difference between self efficacy in high
depressed total adolescents of government and private
secondary schools.
• There is no significant difference in self efficacy in low and
high depressed total adolescents of government secondary
schools.
• There is no significant difference between self efficacy in low
and high depressed total adolescents of private secondary
schools.
8. Hypothesis…
• No significant difference in self efficacy of low
and high depressed total adolescents of
government and private secondary schools.
• No significant difference in mean score of
adjustment and various levels of depression of
adolescents.
• No significant difference in the academic
achievement and various levels of depression.
9. Delimitations of the Study
• Limited to four schools in Lucknow district, to
government and private schools, to
adolescents in the 14-15 age group in class 9
and 10, and to male and female students
• Only considers depression and self efficacy
variables.
• No other criteria such as socio economic are
considered
10. Sample Design
Through random sampling, 400 adolescents in the 14-15 age
group were selected
Serial No. School type School name Boys Girls
1. Government Government
Inter College
100
2. Government Mahanagar
Girls Inter
College
100
3. Private CMS 50 50
4. Private LPS 50 50
TOTAL 200 200
11. Methodology Used
RESEARCH TOOLS:
Child Depression Inventory (Dr. Maria
Kovacs)
Self-efficacy Questionnaire (Peter Muris)
Adjustment Inventory (Prof. AKP Sinha and
Dr RP Singh)
13. Main Findings
• No significant difference between mean scores of self
efficacy of low depressed male adolescents of
government and private secondary schools.
• No significant difference between mean scores of self
efficacy of low depressed female adolescents of
government and private secondary schools.
• No significant difference between mean scores of self
efficacy of low depressed total adolescents of
government and private secondary schools.
14. Main Findings…
• No significant difference between mean scores of self
efficacy of high depressed male adolescents of
government and private secondary schools.
• No significant difference between mean scores of self
efficacy of high depressed female adolescents of
government and private secondary schools.
• Significant difference between mean scores of self
efficacy of high depressed total adolescents of
government and private secondary schools.
15. Main Findings…
• Significant difference in mean score of self efficacy of
low and high depressed adolescents of government
schools.
• Significant difference in mean score of self efficacy of
low and high depressed adolescents of private
schools.
• Significant difference in mean score of self efficacy of
low and high depressed adolescents of secondary
schools.
16. Findings…
• Home and health adjustment of low depressed male adolescents
of private schools is better than those of government schools.
• Social adjustment of low depressed female adolescents of private
schools better than their counterparts in government schools.
• Home, health and social adjustment of high depressed male
adolescents of private schools was better than their counterparts
in government schools.
• Home and health adjustment of high depressed female
adolescents of private schools was better than their counterparts
in government schools.
17. Findings…
• No difference in mean score of social adjustment of
high depressed female adolescents of government and
private secondary schools.
• Various levels of depression directly affect the
academic achievement of adolescents.
18. Implications of the Study
• Implications for Parents: Need to be sensitive to the
needs of adolescents, they must treat all children as
equals, must encourage open dialogue about their
fears, frustrations, aspirations and expectations
should be tuned to potential and capabilities
• Implications for Teachers: Must act as auxiliary
parents, address the psychological needs of
adolescents, create a democratic atmosphere in
school, be alert to signs of depression
19. Implications…
• Implications for Policy Makers: Organise
programmes that generate self efficacy, make
arrangements for guidance and counseling of
adolescents and their parents, extra curricular
activities should be an integral part of the curriculum
• Implications for Students: Must make an effort to
share their academic and personal problems with
teachers and parents.
• Implications for Society: Accept and embrace
change.
20. Suggestions for Further Study
• Study at an enhanced scale
• Results can be analysed using different statistical
techniques
• Other variables like frustration , stress, aggression
can be introduced
• Comparative studies between school and college
students
• Students socio economic backgrounds can be
integrated into the study
Albert Bandura: Theory of Social Learning- learning can take place in a social environment through direct instruction/observation even in the absence of motor reproduction/direct reinforcement. High efficacy=difficulty to be mastered. Influenced by behaviour, environment and personal factors. Influences- previous experience, social models, social persuasion, psycho/emotional state. Aaron Beck-Cognitive theory of depression: In achievement oriented env. depressed individuals are likely to respond with failure to low grades.
To study the levels of depression, self efficacy and adjustment of adolescents of government and private secondary schools and examine the relationship between various levels of depression and self efficacy, adjustment and academic achievement.
No significant difference in self efficacy of low/high depressed male/female/total adoloscents of govt/private secondary schools. No s difference in self efficacy of low and high depressed students of govt/private schools. No s difference between mean score of depression and adjustment/academic achievement.
CDI: 27 items between 0 and 1 (Ineffectiveness, Low self esteem, negative mood, interpersonal problems, Anhedonia). SEQ: Social, Academic and Self Regulatory- 1-5. 24. Adjustment Inventory: 60- emotional, social and academic.
Reliable- how consistent are the results over time. Valid- how well the test measures what it is supposed to measure. Cronbach Alpha .7 to .8. Reliability of these tools has also been measured by Split Half Method (how do all items contribute to a test), Test retest, Hoyt’s analysis of variance, KR method. Validity by Bi relation correlation method.
Mean is a measure of central tendency of a probability distribution or of random variables in distribution. SD is a measure of the amount of variation/dispersion in data values. Square root of the average of the squared differences from the mean. T test measures the actual difference between two means in relation to the variation in the data. Formula: difference between group means/variability of groups.
While there are no significant differences between mean scores of self efficacy of low depressed and high depressed students in govt and private secondary schools respectively, significant differences exist between the self efficacy of low and high depressed students of both govt. and private secondary schools. High depressed students of govt schools show lower self efficacy than those of private schools. While high depressed boys in government schools display lower self efficacy on home, health and social parameters, girls of govt schools show lower self efficacy on home and health parameters. Low d males govt schools low home and health adjustment. Low d females low social adj. Various levels of depression affect the level of academic achievement.
