The Effect of the Learning Environment on Students’ Anxiety and Depression Levels

Research Article
Open access

The Effect of the Learning Environment on Students’ Anxiety and Depression Levels

Alexander Z Hao 1*
  • 1 The High School Affiliated to Renmin University of China    
  • *corresponding author alexh06@163.com
Published on 19 April 2024 | https://doi.org/10.54254/2753-7048/45/20230286
LNEP Vol.45
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-83558-359-3
ISBN (Online): 978-1-83558-360-9

Abstract

Most people agree that different learning environments can create additional pressure situations for students. This study aims to investigate the effect of the learning environment on the level of social phobia and depression among high school students. The analysis assumes that International Baccalaureate (IB) students have the highest levels of anxiety and depression. The study distributed online anxiety and depression scales to 15 Advanced Placement students, 15 Advanced Level students, and 15 International Baccalaureate students in the same school. After data collection, the data was tested through ANOVA and correlational analysis to compare the scores of students in different learning environments. The study showed no significant differences in student scores across learning environments, but IB students scored higher than AP and Advanced Level students. The researcher concluded that IB students have higher levels of anxiety and depression than those enrolled in Advanced Placement courses and those enrolled at Advanced Level. Future work can increase the sample size of this study, to improve the credibility and significance of the present research.

Keywords:

Adolescents, Social Anxiety, Depression, Learning Environment

Hao,A.Z. (2024). The Effect of the Learning Environment on Students’ Anxiety and Depression Levels. Lecture Notes in Education Psychology and Public Media,45,94-101.
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References

[1]. Hettema, J. M. (2008). The nosologic relationship between generalized anxiety disorder and major depression. Depression and Anxiety, 25(4), 300–316. https://doi.org/10.1002/da.20491

[2]. Simkin, D. R. (2019). Microbiome and Mental Health, Specifically as It Relates to Adolescents. Current Psychiatry Reports, 21(9). https://doi.org/10.1007/s11920-019-1075-3

[3]. López, D. E., & Ballaz, S. J. (2020). The Role of Brain Cyclooxygenase-2 (Cox-2) Beyond Neuroinflammation: Neuronal Homeostasis in Memory and Anxiety. Molecular Neurobiology, 57(12), 5167–5176. https://doi.org/10.1007/s12035-020-02087-x

[4]. Dean, J., & Keshavan, M. (2017). The neurobiology of depression: An integrated view. Asian Journal of Psychiatry, 27(27), 101–111. https://doi.org/10.1016/j.ajp.2017.01.025

[5]. Vogt, M. E., Riesgo, V. R., Flanigan, K. A. S., & Willing, J. G. (2022). Housing Environment Affects Pubertal Onset, Anxiety-like Behavior, and Object Interaction in Male and Female Long Evans Rats. Journal of the American Association for Laboratory Animal Science, 61(3), 241–247. https://doi.org/10.30802/aalas-jaalas-21-000119

[6]. Alboni, S., van Dijk, R. M., Poggini, S., Milior, G., Perrotta, M., Drenth, T., Brunello, N., Wolfer, D. P., Limatola, C., Amrein, I., Cirulli, F., Maggi, L., & Branchi, I. (2017). Fluoxetine effects on molecular, cellular and behavioral endophenotypes of depression are driven by the living environment. Molecular Psychiatry, 22(4), 552–561. https://doi.org/10.1038/mp.2015.142

[7]. Yap, M. B. H., Pilkington, P. D., Ryan, S. M., & Jorm, A. F. (2014). Parental factors associated with depression and anxiety in young people: A systematic review and meta-analysis. Journal of Affective Disorders, 156, 8–23. https://doi.org/10.1016/j.jad.2013.11.007

[8]. Haddad, C., Chidiac, J., Sacre, H., Salameh, P., Hallit, R., Obeid, S., Soufia, M., & Hallit, S. (2022). Prevalence and Associated Factors of Social Anxiety Among Lebanese Adolescents. The Primary Care Companion for CNS Disorders, 24(3). https://doi.org/10.4088/pcc.21m03061

[9]. Annette M. La Greca (Ed.). (1999). Social anxiety scales for children and adolescents : manual and instructions for the SASC, SASC-R, SAS-A (adolescents), and parent versions of the scales | WorldCat.org. Www.worldcat.org. https://www.worldcat.org/zh-cn/title/social-anxiety-scales-for-children-and-adolescents-manual-and-instructions-for-the-sasc-sasc-r-sas-a-adolescents-and-parent-versions-of-the-scales/oclc/45382637

[10]. Quick Inventory of Depressive Symptomatology (QIDS). (n.d.). MDCalc. https://www.mdcalc.com/calc/1845/quick-inventory-depressive-symptomatology-qids

Cite this article

Hao,A.Z. (2024). The Effect of the Learning Environment on Students’ Anxiety and Depression Levels. Lecture Notes in Education Psychology and Public Media,45,94-101.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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About volume

Volume title: Proceedings of the International Conference on Global Politics and Socio-Humanities

ISBN：978-1-83558-359-3(Print) / 978-1-83558-360-9(Online)
Editor：Enrique Mallen, Javier Cifuentes-Faura
Conference website: https://www.icgpsh.org/
Conference date: 13 October 2023
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.45
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Hettema, J. M. (2008). The nosologic relationship between generalized anxiety disorder and major depression. Depression and Anxiety, 25(4), 300–316. https://doi.org/10.1002/da.20491

[2]. Simkin, D. R. (2019). Microbiome and Mental Health, Specifically as It Relates to Adolescents. Current Psychiatry Reports, 21(9). https://doi.org/10.1007/s11920-019-1075-3

[3]. López, D. E., & Ballaz, S. J. (2020). The Role of Brain Cyclooxygenase-2 (Cox-2) Beyond Neuroinflammation: Neuronal Homeostasis in Memory and Anxiety. Molecular Neurobiology, 57(12), 5167–5176. https://doi.org/10.1007/s12035-020-02087-x

[4]. Dean, J., & Keshavan, M. (2017). The neurobiology of depression: An integrated view. Asian Journal of Psychiatry, 27(27), 101–111. https://doi.org/10.1016/j.ajp.2017.01.025

[5]. Vogt, M. E., Riesgo, V. R., Flanigan, K. A. S., & Willing, J. G. (2022). Housing Environment Affects Pubertal Onset, Anxiety-like Behavior, and Object Interaction in Male and Female Long Evans Rats. Journal of the American Association for Laboratory Animal Science, 61(3), 241–247. https://doi.org/10.30802/aalas-jaalas-21-000119

[6]. Alboni, S., van Dijk, R. M., Poggini, S., Milior, G., Perrotta, M., Drenth, T., Brunello, N., Wolfer, D. P., Limatola, C., Amrein, I., Cirulli, F., Maggi, L., & Branchi, I. (2017). Fluoxetine effects on molecular, cellular and behavioral endophenotypes of depression are driven by the living environment. Molecular Psychiatry, 22(4), 552–561. https://doi.org/10.1038/mp.2015.142

[7]. Yap, M. B. H., Pilkington, P. D., Ryan, S. M., & Jorm, A. F. (2014). Parental factors associated with depression and anxiety in young people: A systematic review and meta-analysis. Journal of Affective Disorders, 156, 8–23. https://doi.org/10.1016/j.jad.2013.11.007

[8]. Haddad, C., Chidiac, J., Sacre, H., Salameh, P., Hallit, R., Obeid, S., Soufia, M., & Hallit, S. (2022). Prevalence and Associated Factors of Social Anxiety Among Lebanese Adolescents. The Primary Care Companion for CNS Disorders, 24(3). https://doi.org/10.4088/pcc.21m03061

[9]. Annette M. La Greca (Ed.). (1999). Social anxiety scales for children and adolescents : manual and instructions for the SASC, SASC-R, SAS-A (adolescents), and parent versions of the scales | WorldCat.org. Www.worldcat.org. https://www.worldcat.org/zh-cn/title/social-anxiety-scales-for-children-and-adolescents-manual-and-instructions-for-the-sasc-sasc-r-sas-a-adolescents-and-parent-versions-of-the-scales/oclc/45382637

[10]. Quick Inventory of Depressive Symptomatology (QIDS). (n.d.). MDCalc. https://www.mdcalc.com/calc/1845/quick-inventory-depressive-symptomatology-qids

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