CHAPTER ONE
1.1 Background of the Study
Depression is defined as a mood or mental illness marked by a lessened ability to enjoy life and a feeling of worthlessness or guilt. Feelings of sadness, feeling helpless, negativity, decreased self-worth, increasing self-depreciation, lack of interest in daily activities, exhaustion, sluggishness, a lack of appetite, and sleep disorders including insomnia are all typical symptoms of depression (Britannica, 2023).
Berzoff and Hayes (2007) defined depression as a disorder of mood, where mood represents the prolonged emotional state that shapes an individual's psychological life. Typically, depressive disorders emerge early in life, reduce a person's functioning, and often recur (Jack-ide, 2016). Consequently, depression has become a prominent mental health disorder in recent years, among the many that individuals can develop during their lifetime.
The World Health Organization reports that mental disorders are among the primary causes of disability on a global scale. Mental illnesses rank 3rd among the top ten factors contributing to disability in people between the ages of 15 and 44, and they are commonly linked to other factors (Yusuf et al., 2013). Moreso, depression, a severe and widespread mental illness, is caused by a complex interplay of psychological, genetic, environmental and social factors. (Ahmed et al., 2020).
Depression is increasingly prevalent worldwide and poses a significant public health challenge due to its association with substantial disability, comorbidity, poor quality of life, and high mortality. Its impact extends to social, cultural, educational, and economic aspects of life, and individuals suffering from depression may have difficulty engaging in local affairs. Young adults with depression are at risk of suicide and attempted suicide, as reported by various studies (Kiros and Berhe 2019; Mojs et al., 2012; Teh et al., 2015; Pataki et al., 2015; David et al., 2013). According to the World Health Organization, depression is the leading factor contributing to nearly 800,000 suicide deaths annually.
Despite the availability of many effective treatment options, depression remains underdiagnosed and undertreated, affecting 4.4% of people globally and 5.4% of individuals in Africa (Nasir and Al-Qutob, 2005). On a global scale, depression impacts a staggering 322 million individuals. In Africa, the prevalence of depression is higher in women (5.9%) compared to men (4.9%), similar to other regions of the world.
Estimates indicate that 3.1% of Nigerians suffer from depression. The incidence of depression worldwide has increased by 49.86% from 172 million cases in 1990 to 258 million cases in 2017, with a significant rise of 124.42% in Western sub-Saharan Africa (Liu et al., 2020). In recent years, there has been an increasing focus on the mental well-being of college students. Depressive symptoms are prevalent among university students worldwide, with estimates ranging from 24 to 34% (Ibrahim et al., 2013; Lei et al., 2016; Rotenstein et al., 2016; Tam et al., 2018; Akhtar et al., 2020). In young people, depressive disorders are a significant contributor to years lost due to disability (YLDs) and Disability Adjusted Life Years (DALYs) (Mokdad et al., 2016).
Attending university is often seen as a highlight of a student's life, but it can also be an incredibly challenging experience (Wong et al., 2006). The risk is particularly high for first-year students, who encounter a range of new stressors during the transitional phase of adapting to a new life in a university or college setting (Voelker, 2003). Like all young adults, undergraduate students must cope with not just the psychological and psychosocial changes connected with developing an autonomous personal life, but also the academic and social demands they face in university studies as they prepare for their future careers. Therefore, the undergraduate education period is a critical phase in an individual’s lifespan, and it is considered significant by many for developing systems and interventions that may prevent or alleviate mental health issues (Muhammad et al., 2018).
Various other factors have been identified to increase the risk of depression in university students. These factors include Socio-demographic factors like age or being in a higher academic year, being a woman, and having a lower financial status (Ibrahim et al., 2013; Adewuya et al., 2006; Chen et al., 2013; Ibrahim et al., 2013); 2). The risk is further increased by stressful and traumatic life events, such as post-traumatic stress disorder, violence against women, experiencing domestic violence by parents, and life pressures (Adewuya et al., 2006; Reyes-Rodríguez et al., 2013; Gelaye et al., 2009; Nicodimos et al., 2009), addictions such as excess drinking (Adewuya et al., 2006; Peltzer, 2003), cigarette smoking (Adewuya et al., 2006), and gambling (Moode, & Finnigan, 2006).
Unhealthy behavioral patterns such as sedentary lifestyle (Taliaferro et al., 2009), obesity (Wilson et al., 2012; Zhao et al., 2009), participation in behaviors that increase the risk of contracting HIV (Agardh, Canto-Graae, Ostergren, 2012), experiencing nonfatal accidents (Chen et al., 2005), and using skin-lightening products (Ladizinski et al., 2011). Alongside these factors, social aspects like insufficient social support, lack of religion or spirituality, loss of control, and poor academic performance are also significant contributors (Kim, 2001; Steptoe et al., 2007; Berry & York, 2011).
Various studies in the literature have indicated that the symptoms of depression, including difficulties in concentration, lack of interest and motivation, preoccupations, fatigability, and poor attendance, can negatively affect academic performance in schools, colleges, or universities (Mohammad et al., 2018). According to Surtees et al. (2002), these conditions can reduce the likelihood of obtaining a first-class degree among first-year students, although this association disappeared when other factors such as homesickness were taken into account. Numerous clinical reports have indicated that depression might be a causative factor in poor academic performance. As a result, various research methods have been used to study the link between depression and academic success.
One such study conducted by Stark and Brookman (1994) used global ratings of academic performance given by teachers and parents, along with ratings of the severity of depressive symptoms to measure the level of depression in students. The study revealed a negative relationship between depression and academic achievement, which was corroborated by Zaid et al. (2007) who found that medical students in a Malaysian private college who experienced depression had lower academic performance. Similarly, a study by Sherina, Lekhraj, and Nadarajan (2003) discovered that 41.9% of students in a Malaysian public institution were depressed, and some reported that their academic performance was affected.
Despite the existence of a significant body of literature on the relationship between depression and academic performance, the researcher has noted a lack of empirical investigations that use academic performance as a dependent variable against depression in Niger Delta University. Therefore, the researcher aims to address this gap by exploring the relationship between depression and academic performance in Niger Delta University.ity.
1.2 Statement of Problem
The academic achievement of students is an issue that garners attention from various stakeholders including parents, educators, school administrators, governmental bodies, curriculum developers, and the public at large. Over the years, numerous investigations have been conducted to examine the factors that influence students' academic performance, encompassing a range of social and psychological variables such as socioeconomic background, inadequate course management, anxiety, stress, personality traits, negative teacher attitudes, and depression.
Nonetheless, research on the connection between depression and academic performance in Nigeria, and specifically at Niger Delta University, remains scarce. Consequently, this study centers on investigating the relationship between depression and students' academic performance in this setting.
1.3 Aim of the Study
The study aims to determine the relationship between depression and academic performance in Niger Delta University.
1.4 Objectives of the Study
The study had the following specific objectives:
- To identify the prevalence of depression among students in the Niger Delta University.
- To examine the factors that contribute to depression among students in the Niger Delta University.
- To determine the relationship between depression and academic performance in Niger Delta University.
1.5 Research Questions
- How prevalent is depression among students in the Niger Delta University?
- What are the factors that contribute to depression among students in the Niger Delta University?
- Is there any relationship between depression and academic performance in Niger Delta University?
1.6 Research Hypothesis
H0: There is no statistically significant relationship between depression and academic performance in Niger Delta University.
Ha: There is a statistically significant relationship between depression and academic performance in Niger Delta University.
1.7 Justification of the Study
Academic performance is a crucial aspect of a student's life, as it determines their future career prospects. It is essential to investigate how depression affects students' academic performance in Niger Delta University as it can have significant implications for their future. Thus the findings of this study will help to enhance our understanding of how depression affects academic performance among university students in the Niger Delta region.
Furthermore, this study will be useful for educators, mental health professionals, and policymakers in developing appropriate interventions and support mechanisms for affected students. By examining the relationship between depression and academic performance, this study will identify potential risk factors that may predispose students to depression and poor academic outcomes. This information can be used to develop targeted interventions and preventative measures.
Ultimately, the analysis presented in this study will provide valuable insights into the mental health and academic performance of university students in the region as well as provide valuable information for future research.
1.8 Scope of the Study
The study covers the relationship between depression and academic performance only in Niger Delta University.
