Mental Factors that Affect the Student’s Behavior

PRESENTED BY:

Ethan Jason B. Zoleta

A Senior Thesis Presented to the Faculty of CREST Christian

School of San Pablo City, Inc.
A.Y: 2022 – 2023

PRESENTED TO:

Macelyn Gutierrez

Grade 7 – Adviser

John Dominic G. Dionela

School Head

Anamae P. Caliwagan

Grade 12 – Adviser

May 2023
 TABLE OF CONTENTS

Chapter 1
Introduction
Statement of the Problem
Significance of the Study
Theoretical Framework
Research Paradigm
Scope of Limitation
Hypothesis
Chapter 2
Related Research Literature
Chapter 3
Methodology
Research design
The Respondents of the Study
Respondents Instrument
Data Gathering Procedure
Treatment of Data
Data Analysis
Chapter 4
Presentation
Analysis
Interpretation of Data
Chapter 5
Summary
Conclusions
Recommendations
Acknowledge
 Chapter 1

Abstract

The behavior of students can be influenced by a variety of mental factors, including their
emotions, attitude, belief, and cognitive process. These factors can impact a student’s motivation
attention, memory, and decision-making abilities, which in turn can affect their academic
performance and social interaction. Some common mental factors that can impact students’
behavior include anxiety, stress, depression, motivation and cognitive skills understanding these
mental factors and their potential impact on students’ behavior can help educators and parents to
better support students in their academic and personal development

I. Introduction

Mental Factors that affect students’ behavior can range from development issues to mood
disorders or learning disabilities. These factors can have a significant impact on a student’s
academic performance, social interaction, and overall wellbeing some common mental factors that
affect student behavior include anxiety, depression, stress, cognitive skills, motivation
 Anxiety can cause students to become overly academic, personal, and social life, affecting
their ability to perform well in school and maintain healthy relationship with peers and adults.
Common mental Factors that affect students’ behavior include anxiety, depression, attention deficit
hyperactivity disorders (ADHD), and autism spectrum disorders (ASD), among others
understanding theses mental factors and how they affects can help educators and parents identify
potential challenges and develop effective intervention strategies to support students’ mental health
and wellbeing.

II. Statement of the Problem

The problem is that there are various mental factors that can significantly affect students’
behavior, academic performance, and overall wellbeing. These mental Factors may include anxiety,
stress, depression, lack of motivation, learning, disabilities, and other psychological issues. These
factors can Impact students’ ability to concentrate, learn, and interact with their peers and teachers,
leading to poor academic outcomes and negative social experience, addressing these mental factors
is crucial to ensuring that students can reach their full potential and lead healthy, fulfilling lives.

1. What is the profile of students in terms of:?

1.1 Age
1.2 Gender
1.3 Grade level

2. What mental elements could affect a student's conduct and academic performance in terms of:

2.1 Anxiety
2.2 Cognitive Skills
2.3 Depression
2.4 Motivation
2.5 Stress

3. Is there a significant relationship between mental factors and student's behavior to grade 8
students?
III. Significance of the Study
 This study would be beneficial to the following:

Students.
Exploring mental factors helps students become more self-aware by understanding their
thoughts, feelings, and behaviors. This self-awareness allows them to identify their strengths and
weaknesses, which is crucial for personal growth and development.

Teachers.

The study of psychological factors helps teachers better understand the psychological and
emotional aspects that influence student behavior. This understanding allows teachers to empathize
with their students, identify key issues and provide appropriate support and guidance.

Everyone and teachers can benefit from the study of mental factors because it improves their
understanding of student behavior, improves classroom management, and informs teaching

strategies. It gives teachers the tools and knowledge to create positive learning environments, tailor
teaching to individual needs and provide targeted support to students.

Parents.
Researching psychological factors helps parents better understand their child's behavior
and the psychological and emotional factors that influence it. This understanding allows parents to
empathize with their child, understand their needs and respond more effectively to their behavioral
problems.

School and Educational Institutions

Schools will benefit from this study because it informs the development and
implementation of evidence-based policies and practices that promote positive mental factors in
students. By prioritizing mental well-being and addressing factors that influence behavior, schools
can create inclusive and supportive environments that improve student achievement.
Future Researchers

The study of psychological factors contributes to the broader scientific community's

understanding of human behavior, cognitive processes, and social-emotional development. It
completes the existing database and creates a basis for further research in the field of educational
psychology.

IV. Theoretical Framework

Among the numerous factors that influence people's daily actions is psychology. Our daily
psychology has a major impact on how successful or unsuccessful we are at the many tasks we complete
each day. People may have a variety of psychological issues as a result, which may occasionally cause
serious disruptions to their everyday lives. These issues are primarily psychological in nature and result from
things like phobias, stress, anxiety, sadness, lack of motivation, loneliness, and depression. These mental
health problems might cause students in higher education institutions to struggle academically, have exam
anxiety, perform poorly, have low self-confidence, worry excessively, experience dread, or experience
dissatisfaction that compromises their ability to carry out everyday responsibilities.

Additionally, it indicates that there is a positive and negative association between loneliness and
mental health in adults (Nuyen et al., 2019). According to a comprehensive study, loneliness has been linked
to worse mental health outcomes over time, such as deteriorated anxiety and depressive symptoms and worse
depressive remission (Wang et al., 2018). Information on loneliness and adolescent mental health has not
been conducted (Pitman, Mann, & Johnson, 2018). Given the findings that young people are particularly
vulnerable to solitude and the emergence of mental health issues, more study is urgently required.

VI. RESEARCH PARADIGM

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Age Anxiety

Gender Depression
Mental Factors Motivation
Cognitive Skills
Stress
 Scope and Limitation
This research focuses on mental factors that affect the condition and behavior on grade 8
students of Crest Christian School of San Pablo City Inc.

Hypothesis

There is no significant relationship between mental factors and student's behavior to grade 8
students.

Definition of Terms

Anxiety. Anxiety is a mental health condition characterized by fear, worry, and apprehension about
situations or future events.

Cognitive Skills. Mental functions including perception, focus, memory, language, and problem-
solving skills are referred to as cognitive skills.

Depression. A continuous sense of melancholy, despair, and loss of interest in activities are
symptoms of the mental health disease depression.

Stress. Characterized as a condition of anxiety or mental strain brought on by a challenging

circumstance. Stress is a normal human reaction that motivates us to deal with problems and
dangers in our lives. Everyone goes through periods of stress.
Motivation. The driving force that enables people to begin, maintain, and drive their behavior
toward the accomplishment of certain goals is motivation.

Chapter 2
Related Research Literature
Mental Factors
Mental factors such as anxiety, depression and stress, motivation cognitive skills have been
found to affect the behavior and academic performance of students a study conducted by Via and
Colleagues (2016) consisted of a sample of 238 Chinese college students and found that students
with higher levels of anxiety, Based on the population estimate from 2015 (Philippine Statistics
Authority) and the World Health Organization's estimate of the country's overall prevalence of
depression at 3.3%, approximately 3.3 million Filipinos are thought to be suffering from depressive
symptoms. A study conducted by NIMH (NATIONAL INSTITUTE OF MENTAL HEALTH
(2017) found that students with depression exhibited reduced academics performance, motivation
and engagement in classroom activities

Anxiety, depression, Stress, mood, cognitive skills, has also been found to have negative
effects on students’ behavior. A study by Beyer and colleagues (2015) found that high levels of
stress were associated with poorer academic performance, increased absenteeism and decreased
engagement in class activities. Similarly, a study by Hamadeh (2011) found that stress was
negatively associated with academic achievement and attendance.

A study by Yu and Colleagues (2014) found that perceived parental pressure and
competitiveness among peers were significant sources of stress for students in China these findings
suggest that not only persona stress but also external pressure can affect students’ behavior
moreover, research has shown that mindfulness and meditation can help improve physical and
psychological wellbeing among students which leads to positive changes in academic performance
and behavior.

The stress of being a student can be debilitating for some kids. Mental discomfort not only
affects public health but also affects academic performance. Examining relationships between
mental discomfort and study progress and academic self-efficacy was one of the key goals of the
current study. Examining the use of mental health services by students experiencing mental
discomfort was a secondary goal. The Norwegian Students’ Health and Welfare Survey 2014
(SHOT 2014), which is the first significant survey to ask students about their mental health,
academic self-efficacy, and psychosocial aspects, provided the data for this study. We discovered
that 749 (31%) of the 2430 full-time Norwegian students under the age of 35 who were represented
by these statistics for a Norwegian region answered to the survey. Signs of mental illness.

FACTORS OF MENTAL HEALTH

Anxiety

Occasional anxiety is a normal part of life. However, people with anxiety disorders often
have strong, excessive and constant worry and fear about everyday situations. Anxiety disorders
often involve repeated sudden feelings of intense anxiety and fear or fear that peaks within minutes
(panic attacks). These feelings of anxiety and panic interfere with daily activities, are difficult to
control, are out of proportion to the real threat and can last for a long time. You may avoid places or
situations to avoid these feelings. Symptoms may begin in childhood or adolescence and continue
into adulthood. Examples of anxiety disorders include generalized anxiety disorder, social anxiety
(social phobia), specific phobias, and separation anxiety. You may have more than one anxiety
disorder. Sometimes anxiety is caused by an illness that needs treatment.

According to the Anxiety and Depression Association of America (ADAA), about 40

million people in the United States have anxiety. It is the most common group of mental illnesses in
the country. However, only 36.9% of people with anxiety disorders receive treatment. The
American Psychological Association (APA) defines anxiety as "an emotion characterized by
feelings of tension, anxious thoughts and physical changes such as increased blood pressure."
Knowing the difference between typical anxiety and anxiety disorders that require medical attention
can help a person identify and treat the condition.
 Anxiety is a complex response to real or imagined threats. This can include cognitive,
physical and behavioral changes. Real or perceived danger causes adrenaline, a hormone and
chemical messenger in the brain, which in turn triggers these anxiety responses in a process called
fight-or-flight. Some people may experience this reaction in difficult social situations or important
events or decisions. The duration or severity of anxiety can sometimes be out of proportion to the
original trigger or stressor. Physical symptoms such as high blood pressure and nausea may also
occur. These reactions go beyond anxiety to an anxiety disorder.

Experts don't know exactly what causes pathological anxiety, although genetics and trauma
may play a role. Research shows that the development of anxiety disorders is about 30-50%
hereditary, which means that in some cases family background can be the cause. Hijacking the
amygdala can also contribute to pathological anxiety. The amygdala is the emotional center of the
human brain and plays a role in fear and the fight-or-flight response, which helps people react
quickly to danger. When the amygdala is hijacked, a person cannot react rationally to danger
because the amygdala overwhelms the frontal lobes and causes an exaggerated stress response.
Research Trusted Source also studies gamma-aminobutyric acid (GABA) receptors, which help the
chemical messenger GABA reach nerve cells. GABA reduces nerve impulses and plays a role in
fighting anxiety. The Centre for Mental Health Research and Treatment at the University of
Waterloo conducts anxiety studies to better understand the causes and effects of anxiety disorders.
We can start putting together preventative initiatives by comprehending how they emerge. We can
create treatment plans that are more successful if we comprehend how they continue to do so.

Depression

Depression is a common and serious mental illness that affects millions of people
worldwide. Extensive research has been done over the years to better understand the causes,
symptoms and treatment of depression. Here are some of the main areas of research related to
depression: Etiology: Researchers have investigated various factors that contribute to the
development of depression, including genetics, biological factors, psychological factors, and
environmental influences. These studies aim to identify the causes and risk factors associated with
depression. Neurobiology: Neurobiology research examines how the brain works and how changes
in brain chemistry and structure may be related to depression. Researchers study neurotransmitters
(such as serotonin, norepinephrine and dopamine) and their role in mood regulation, as well as
brain regions involved in processing and regulating emotions. Genetics: Studies have shown that
depression has a genetic component, and researchers continue to study specific genes and genetic
variants associated with the condition. Genetic studies can help identify individuals who may be at
higher risk for depression and help develop individualized treatments. Psychosocial factors:
Researchers study the role of psychosocial factors such as life events, trauma, stress, relationships,
and social support in the development and maintenance of depression. These studies aim to
understand the complex interactions between individuals and their social environment. Treatment:
Numerous studies focus on the effectiveness and efficiency of various treatments for depression.
These include psychotherapy (such as cognitive-behavioral therapy, interpersonal therapy and
psychodynamic therapy), pharmacotherapy (such as antidepressants), and other interventions such
as electroconvulsive therapy (ECT) and transcranial magnetic stimulation (TMS). The study also
examines the benefits of combining different forms of treatment. Prevention and early intervention:
Researchers are interested in identifying strategies to prevent the onset of depression or to intervene
early to minimize its effects. This includes examining the effectiveness of preventive measures

Depression affects approximately one in 15 adults (6.7%) each year. And one in six (16.6%)
will experience depression at some point in their lives. Depression can occur at any time, but on
average, it first appears in the late teens to mid-20s. Women are more likely to experience
depression than men. Some studies show that one third of women will experience a major
depressive episode in their lifetime. The heritability rate is high (around 40%) if first degree
relatives (parents/children/siblings) have depression.

Stress

Stress is a normal response to everyday stresses, but it can become unhealthy when it
interferes with your daily activities. Stress involves changes that affect almost every body system
and affect how people feel and behave. By causing changes in the mind and body, stress directly
affects psychological and physiological disorders and diseases, and affects mental and physical
health, reducing the quality of life.

Stressors have a significant impact on our mood, feeling of wellbeing, behavior, and
physical and mental health. Young, healthy people's acute stress reactions may be adaptive and
normally have no negative effects on their health. The long-term impacts of stresses, however, can
harm health if the danger is constant, especially in older or ill people. The kind, quantity, and
persistence of the stressors, as well as the person's biological sensitivity (i.e., genetics,
constitutional characteristics), psychological resources, and ingrained coping mechanisms, all have
an impact on the association between psychosocial stresses and disease. Psychosocial therapies
have been shown to be effective in treating problems caused by stress and may have an impact on
how chronic diseases develop.

Stress is the body's emotional, physical, or behavioral response to changes in the

environment. Stress can be a short-term reaction to an upcoming event, such as a homework
deadline, an upcoming exam, or a speech in front of class. Stress can result from traumatic or
ongoing experiences, such as parental divorce, public health crises, dealing with natural disasters or
community violence, or adjusting to different cultural or societal expectations and values. may also
occur. A certain level of stress is beneficial and motivates students to improve their performance.
Too much stress can be detrimental, even if it is related to seeding a positive event (such as an
academic/sporting competition or research). Left unchecked, the negative effects of stress can affect
student behavior, physical and emotional health, academic success, and friendships

Hence, as the sources of push shift in spite of indistinguishable push reactions evoked by the
body, understanding the previous will help develop tailor made interventions focused
on to decrease push levels of understudies, which can in turn contribute towards all-
encompassing well-being of the person.

Cognitive Skills

Cognitive skills are the basic skills your brain uses to think, read, learn, remember, reason,
and pay attention. Working together, they take incoming information and forward it to the
information bank you use every day at school, at work, and in life. All of your cognitive abilities
play an important role in processing new information. This means that if even one of these skills is
weak, it will affect how you understand, retain or use whatever information comes your way. In
fact, most learning problems stem from one or more poor cognitive skills.

Cognition refers to how a person understands the world and acts in it. It is a set of mental
skills or processes that are part of almost every human activity during waking hours. Cognitive
skills are the brain skills we need to complete any task, from the simplest to the most complex.
They have to do with the mechanisms by which we learn, remember, solve problems and pay
attention, not with any actual information. For example, answering the phone involves perception
(hearing the ring), decision-making (answering or not), motor skills (picking up the receiver),
language skills (speaking and understanding language), social skills (interpreting tone of voice and
appropriate communication). with another person). Some neural networks support cognitive
abilities or skills. For example, memory skills are mainly based on parts of the temporal lobe and
parts of the frontal lobe (behind the forehead). People with traumatic brain injury may experience
impaired cognitive abilities related to damaged neuronal regions and networks (which is why
neurorehabilitation is so important).

Motivation

Motivation is the desire to act in favor of a goal. It is a decisive factor in setting and
achieving our goals. Motivation is one of the driving forces of human behavior. It encourages
competition and creates social bonds. A lack of it can lead to mental health problems such as
depression. Motivation includes the desire to continue striving for purpose, meaning, and a life
worth living.

We are motivated to complete tasks because it makes us feel good and energizing. But it doesn't
always come easy, and we all experience slow or difficult times when finding drive might feel
difficult. We could find it challenging to attend class, do our tasks, or prepare for tests at these
periods.
 CHAPTER 3

III
METHODOLOGY
This chapter reveals the methods
of research to be employed by
the researcher
in conducting the study which
includes the research design,
population of the study,
research instrument and its
development establishing its
validity and reliability, data
gathering procedures, and the
appropriate statistical treatment
of data
Research
III
METHODOLOGY
This chapter reveals the methods
of research to be employed by
the researcher
in conducting the study which
includes the research design,
population of the study,
research instrument and its
development establishing its
validity and reliability, data
gathering procedures, and the
appropriate statistical treatment
of data
Research
This chapter reveals the methods
of research to be employed by
the researcher
in conducting the study which
includes the research design,
population of the study,
research instrument and its
development establishing its
validity and reliability, data
gathering procedures, and the
appropriate statistical treatment
of dat
This chapter reveals the methods
of research to be employed by
the researcher
in conducting the study which
includes the research design,
population of the study,
research instrument and its
development establishing its
validity and reliability, data
gathering procedures, and the
appropriate statistical treatment
of dat
This chapter reveals the methods
of research to be employed by
the researcher
in conducting the study which
includes the research design,
population of the study,
research instrument and its
development establishing its
validity and reliability, data
gathering procedures, and the
appropriate statistical treatment
of dat
This chapter reveals the methods
of research to be employed by
the researcher
in conducting the study which
includes the research design,
population of the study,
research instrument and its
development establishing its
validity and reliability, data
gathering procedures, and the
appropriate statistical treatment
of dat
This chapter reveals the methods
of research to be employed by
the researcher
in conducting the study which
includes the research design,
population of the study,
research instrument and its
development establishing its
validity and reliability, data
gathering procedures, and the
appropriate statistical treatment
of dat
METHODOLOGY
This chapter reveals the methods of research to be employed by the researcher in conducting
the study which includes the research design, population of the study research instrument and its
development establishing its validity and relativity, data gathering procedures, and the appropriate
statistical treatment of data

Research Design

This study was conducted using quantitative research methodologies. The researcher made
an effort to find solutions to the aforementioned problems in order to support and fulfill the study's
aims. Additionally, it made an effort to understand the various impacts on their way of life.

Quantitative research, according to Sis International Research (n.d.), is a structured method

of gathering and analyzing data from various sources. Quantitative research uses computational,
statistical, and mathematical tools to generate results. It is definitive in its intent as it seeks to
quantify the issue and comprehend how widespread it is by searching for data that can be
extrapolated to a bigger population.

The Respondents of the study

The respondents of this study will be the 16 grade 8 students of Crest Christian School.
These respondents are the ones who are knowledgeable enough to answer the problems posed in the
present study. They will answer the questionnaire that the research have them which supplies the
information that the researchers need.

The Research Instrument

The research instrument employed for this study is online survey questionnaire. The
questionnaires were delivered in random sampling to the twenty-five grade 8 students. It comprises
close-ended question.

The first part of the questionnaire deals with the demographic information of the
respondents. It determines their gender, age and grade level.

Data Gathering Procedure

The first step before is going to the testing proper is to make request to teacher adviser of
grade 8, upon approval, the researcher retrieves the request. In administering the questionnaire, the
researcher was using the time allotted for breaktime to avoid distractions. The students’ responses
were given enough time to answer the questions. After data gathering, the researcher now collected
it for tallying the scores and to apply the statistical treatment to be used with the study.

Treatment of Data

Data Analysis
 CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The information acquired, the outcomes of the statistical analysis, and the conclusions are
all presented in this chapter. These are shown in tables that are organized according to the specific
study topic on the Mental Factors That Affect Student's Behavior.
 CHAPTER 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
 ACKNOWLEDGE
I would like to express my sincere gratitude to my teacher for guiding me
throughout this research journey. Your constant support, advice, and
motivation helped me completemy thesis with confidence. I am truly
grateful for your expertise and encouragement.

I would also like to extend my gratitude to my friends at school who

provided me with their invaluable feedback and assistance during my
research. Your insights and contributions were essential in shaping thethis
thesis with confidence.

I also want to extend my appreciation to my friends in school who were

there for me when I needed them the most. Your encouragement and
willingness to listen to my ideas made all the difference.

Last but not least, I would like to thank the panelists of my thesis defense,
particularly my advisor. Your constructive feedback and insightful
comments have helped me refine my research and improve its quality. I
am truly grateful for the time and effort you have dedicated to ensuring the
success of my thesis project.

Once again, thank you everyone for your support and guidance. I could not
have achieved this without your help.
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