1

ABSTRACT

Mental Health is an essential aspect of an individuals

overall well-being, and it can significantly impact an

individuals ability to function effectively in their daily life.

In recent years, mental health problems have become a significant

concern, particularly among students, who are faced with numerous

challenges in their academic and personal lives. Hence, this

study aimed to find the factors affecting the mental health of

the students in the Tubajon National High School. The

researchers used a qualitative narrative research design to

interpret the findings in which it studies the lives of

individuals and asks one or more individuals to provide stories

about their lives. The researchers created a questionnaire using

relevant questions modified form related research individual

questions formed by the researchers. Based on the findings,

majority of the students answered that mental health affects

their academic performance through affecting their concentration,

that causes them stress that may lead them in making mistakes on

every class activities resulting to overthinking and destroying

focus on their studies. Thus, Mental health significantly impacts

students' academic performance at Tubajon National High School.

To combat this, students developed coping skills, avoiding stress

and cultivating a positive mindset. This knowledge about mental

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health's impact on overall well-being and the application of good

coping skills can reduce its risk.

CHAPTER I

PROBLEM AND REVIEW OF LITERATURE

INTRODUCTION

Mental Health is an essential aspect of an individuals

overall well-being, and it can significantly impact an

individuals ability to function effectively in their daily life.

In recent years, mental health problems have become a significant

concern, particularly among students, who are faced with numerous

challenges in their academic and personal lives. Students in high

school face a lot of challenges, including academic pressure,

social relationships, and personal struggles, which can affect

their mental well-being. According to a 2014 report of World

Health Organization (WHO), there were a total of 2,558 suicide

cases due to mental health problems in our country in 2012 alone

and are growing up until this day. Mental disorders are generally

characterized by a combination of abnormal thoughts, perceptions,

emotions, behavior, and relationships with others. It may be

caused by depression, bipolar affective disorder, schizophrenia

and other psychoses, dementia, intellectual disabilities and

developmental disorders.
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Students in Tubajon National High School are exposed to

various factors that could potentially affect their mental

health. The effects of these factors on student’s mental health

could result in various ways, such as, anxiety, depression,

stress, and other psychological disorders. Thus, it is essential

to investigate the factors affecting the mental health of

students in Tubajon National High School.

This study aims to identify the different factors that

contribute to mental health problems among students in the

institution. The research aims to provide a comprehensive

understanding of the student’s mental health status, which could

aid in the development of appropriate interventions to promote

mental well-being among the students.

REVIEW OF RELATED LITERATURE

This area contained earlier studies, papers, and other

resources—information from journals and the internet related to

the study. The pieces of literature consisted of a sub-group to

organize the literature included.

The mental health of students has become a growing concern

in recent years, with a rise in the number of students

experiencing mental health issues such as anxiety and depression.

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One potential factor that may affect students’ mental health is

their community, their peers, and family.

The studies on community and mental health emphasizes how

community-based efforts play an important role in dealing with

the prevalent problem of mental illness. In a study by Park et

al. (2023), they looked at data from the Survey of the Health of

Wisconsin to explore the connection between people's sense of

community and their mental health. The study involved 1647

observations and found that individuals who felt negatively about

their community were more likely to experience symptoms of

depression, anxiety, and stress compared to those who felt

positively about their community. The results highlight the

potential health advantages of social connections, suggesting

that having a positive sense of community is associated with

fewer symptoms of mental health issues. Supporting this, Kohrt et

al. (2018) conducted a review-of-reviews strategy, identifying 23

systematic reviews in low- and middle-income countries. Their

synthesis revealed motivations for employing community

components, including enhanced accessibility, clinical

effectiveness, family involvement, and economic benefits.

Community interventions were diverse, occurring in homes,

schools, and through technology-aided delivery, with activities

ranging from awareness programs to psychological treatments.

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The impact of family dynamics on the mental health of

university students is a critical area of study, as illustrated

by Luvira et al. (2023). Their cross-sectional descriptive study,

involving 125 university students, identified a significant

association between severe mental health problems and specific

family backgrounds. Notably, 50.4% of the participants

experienced severe mental health problems, with learning problems

being the most prevalent (54.4%). The study revealed that

communication failure within the family significantly contributed

to the severity of mental health problems (AOR = 3.30 [95% CI:

1.14–9.52], p = 0.027). Strikingly, all students exposed to

domestic violence in their families reported severe mental health

issues. These results emphasize the significant impact of family

interactions on foreseeing mental health difficulties in college

students. Additionally, the study's demographic information

indicates that 76% of the participants were women, with an

average age of 20.96 years. Understanding such nuances is vital

for developing targeted interventions to address mental health

concerns in university settings. Behere et al. (2017) also

contribute valuable insights by examining the association between

family structure and behavior problems leading to hospitalization

in children. Their retrospective chart review of 154 patients

revealed that only 11% of children admitted to a preadolescent

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psychiatric unit came from intact biological families, while 89%

had experienced some form of family disruption. Many individuals

experienced trauma, with 36% reporting instances of physical

abuse. Significantly, the research emphasized a robust connection

between family structure and psychiatric diagnoses. Children from

intact families were less likely to have encountered trauma.

These results show the important role of family dynamics in

shaping children's mental well-being — especially the necessity

for specific interventions and support for children dealing with

family disruptions.

Furthermore, Justine et al.’s (2023) study provides insights

into the role of the family in shaping the mental well-being of

young Filipino undergraduates. Their cross-sectional study

involving 259 participants reveals a significant positive effect

of family health on mental well-being. Significantly, this

research introduces the idea that taking care of oneself plays a

role in mediating the relationship between family dynamics and

mental well-being among young adults. It emphasizes the

importance of individual coping strategies within the family

setting. The results highlight the necessity of comprehensive

approaches that take into account both family interactions and

personal self-care routines to enhance the mental well-being of

young adults. This study holds particular relevance in

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collectivist societies, such as the Philippines, where the family

strongly influences health outcomes.

The influence of peer relationships on mental health is a

multifaceted area, as explored by Esperansa et al. (2023) and

Kiessling and Norris (2022). Esperansa et al. investigate the

impact of toxic friendships on students' mental well-being,

focusing on the Communication Science Study Program at Mercu

Buana University Yogyakarta. Surprisingly, their results suggest

that toxic friendships, as measured by a modified questionnaire,

have no significant effect on students' mental health. The linear

regression analysis reveals a lack of impact, with a mere 4.1%

association between toxic friendships and mental health,

signifying a notably weak relationship. The study gives

importance to the need for further research to understand the

complexities of social relationships — peers — and their

implications for mental health, contributing to the discourse on

factors affecting students' psychological well-being.

Contrastingly, Kiessling and Norris (2022) tackle the impact

of peers in school to students' mental health. Their findings,

guided by a theoretical framework, indicate that increasing

students' relative ranks in their cohorts positively affects

mental health. Specifically, a one-standard-deviation increase in

rank improves mental health by 6% of a standard deviation. The

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effects are more pronounced for low-ability students and persist

for at least 14 years, influencing long-term economic outcomes.

Interestingly, negative shocks from peer interactions have more

pronounced consequences than positive ones, and students who

receive negative shocks react more strongly. This study provides

insights on the long-lasting consequences of the school

environment on individuals' well-being and highlights the

importance of considering the nuanced impact of peer interactions

on mental health.

SYNTHESIS OF RRL

This review of related literature aims to explore what are

the factors affecting the mental health of students. By examining

the various studies and research conducted in this area, this

synthesis provide the negative and positive outcome of the

factors affecting the mental health of students. The mental

health of students is a growing concern, with an increasing

number experiencing issues like anxiety and depression.

Community-based efforts play a crucial role in addressing mental

illness, with studies showing that negative feelings about a

community can lead to more symptoms of depression, anxiety, and

stress. Community interventions, such as awareness programs and

psychological treatments, can be implemented in homes, schools,

and technology-aided delivery.

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Family dynamics also play a significant role in mental

health, with communication failure within the family contributing

to the severity of mental health problems. Communication failure

within the family is particularly significant in students exposed

to domestic violence. Family structure also plays a role in

shaping children's mental well-being, with children from intact

families less likely to experience trauma. In conclusion,

understanding the nuances of family dynamics and individual

coping strategies is essential for addressing mental health

concerns in students and young adults. Comprehensive approaches

that consider both family interactions and personal self-care

routines can help improve mental health outcomes.

THEORETICAL FRAMEWORK

This study was based on Cognitive Theory of Aaron Berck

(1967). The theory emphasizes the contribution of maladaptive

mental representations and patterns of thinking to the onset and

maintenance of depressive disorders. These theories posit that

such cognitive attributes will have a particularly pronounced

effect on depressive symptoms in response to negative life

experiences. It suggests that once an individual has experienced

the negative thinking associated with anxiety and depression,

there is an increased risk that he or she will develop

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maladaptive cognitive schemas, which, with repetition, can become

entrenched. Moreover, it was supported by biological theory

(Spencer, 1855) which states that all thoughts, feelings, and

behavior ultimately have a biological cause. It is one of the

major perspective in psychology and involves such things as

studying the brain, genetics, hormones, and the immune and

nervous systems.

Furthermore, psychodynamic theory of Sigmund Freud ( 1856-

1939) states that human behavior is influenced by forces and

experiences that lie outside of conscious awareness. It posits

that despite what we may or we may not recognized about our lived

experience, an essential connection exists between unconscious

process and everyday psychological functioning.

STATEMENT OF THE PROBLEM

The purpose of this research is to investigate the factors

affecting the mental health of students in Tubajon National High

School.

This study aims to explore the following questions;

1. What are the common factors affecting the mental health of

Tubajon NHS students S.Y. 2023-2024?

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2. How does these factors affect the academic performance of

TNHS students S.Y. 2023-2024?

3. What kind of support and inventions are available to students

of TNHS with mental health issues?

SIGNIFICANCE OF THE STUDY

The researcher believes that the findings of this study will

be beneficial to the following group of people:

Students. Through this research, students academic performance

will improve and be able to seek for help easily when it comes to

their emotions and feelings.

Parents. Parents play a big role in the mental thinking of their

child thus the research would help them understand, be cautious,

and handle the students behavior, stresses, and emotions.

Community. The findings of this study will be benefit to them to

reduce the stigma around mental health, promoting awareness,

empathy and not adding the factors affecting the mental health of

the students. This, in turn, creates an environment where

students feel supported, valued, understood, and empowered to

seek assistance when needed.

Mental Health Professionals. By identifying the factors affecting

the mental health of students it will help them to create

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prevention programs and support systems to address and reduce the

effects of mental health. By implementing the programs,

institutions can better meet the mental health needs of students

thus promoting overall well-being and academic success.

Researchers. This study may be used or replicated by future

researchers as one of their reference in their studies.

SCOPE AND LIMITATION OF THE STUDY

The scope and limitation of this study is thoroughly

discussed below to provide a clearer and specific understanding

regarding on the topic of the study. The following terms give an

overview of the study and these are can be enumerated as:

Focus: This study will aim to investigate and understand the

various factors that impact mental health, including biological,

psychological, and social factors.

Respondents: The respondents will be fifteen (14) students of

Tubajon National High School. Two (2) G-7, two (2) G-8, two (2)

G-9, two (2) G-10, three (3) G-11, and three (3) G-12.

Place and Time: This study will be conducted at Tubajon National

High School located at Municipality of Tubajon, Province of

Dinagat Islands for the school year 2023-2024.

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DEFINITION OF TERMS

The following terms are operationally defined to achieve

clarity of the terms used in the study.

Mental. Connected with the state of health of the mind or with

the treatment of illnesses of the mind.

Health. The state of being physically and mentally healthy.

Mental Health. The state of health of somebody’s mind.

Affecting. Causing a strong emotion, especially sadness.

Factors. One of several things that cause or influence something.

CHAPTER II

METHODOLOGY

This chapter describes the research method and procedures,

techniques and sources of data that helped the researcher for

further data gatherings. It includes the research design,

respondents of the study, research environment, ethics and data

gathering procedure, and data analysis.

RESEARCH DESIGN
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The researcher used a qualitative narrative research design

to interpret the findings. Narrative Qualitative Design, studies

the lives of individuals and asks one or more individuals provide

stories about their lives. According to Corinne, et al. (2014)

narrative research has become a catchword in the social sciences

today, promising new fields of inquiry and creative solutions to

persistent problems. The researchers choose a narrative research

design. After all, it collect and analyze the accounts people

tell to describe experiences and offer interpretation. (Overcash,

2003).

The proponents of this research involved 14 students of

Tubajon National High School, who were selected randomly in each

section.

RESEARCH ENVIRONMENT

This study will be conducted mainly at Tubajon National High

School and the houses of the respondents both located at the

Municipality of Tubajon, Dinagat Islands. Currently, this school

offers Junior High and Senior High School with 478 enrolled

students. The school is on its 54th year of providing quality

education among students enrolled.

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Tubajon National High School is the first among the schools

in the Division of Dinagat Islands to attain the SBM 3 level of

practice because of the support of and involvement of the

internal and external stakeholders.

Moreover, the house of the respondents is located at Tubajon

Municipality having nine (9) barangays namely: San Vicente (Pob),

Sta. Cruz, San Roque, Mabini, Diaz, Navarro, Malinao, Imelda, and

Roxas.

Plate 1
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RESEARCH RESPONDENTS

The respondents in this study will be composed of

fourteen(14) students of Tubajon National High School. Three (2)

G-7, two (2) G-8, two(2) G-9, two (2) G-10, three (3) G-11, three

(3) G-12 for the school year 2023-2024. The researchers will

conducted their study on the said respondents as to they are the

ones who can give the researchers finding. The people connected

to the stated research could effectively point out the factors

affecting themselves.

ETHICS AND DATA GATHERING PROCEDURE

A letter request will be prepared and address to the school

principal of Tubajon National High school asking for the approval

in the conduct of the present study.

As to the data collection procedure, the researchers had

allotted vigorous time, effort, and cooperation in developing

their questionnaire to its intended respondents. The researchers

created a questionnaire using relevant questions modified form

related research individual questions formed by the researchers.

The researchers will ask permission to the respondents before

providing the form. In addition, it will ensure the

confidentiality of the respondents. These students will also be

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required answering the questionnaire starting from the time they

receive the questionnaire. The survey questionnaire will be

collected in the afternoon.

DATA ANALYSIS

The researchers will use the clinical qualitative content

analysis technique in the analysis and interpretation of the

study. It includes the editing material for analysis, floating

reading, construction of the units of analysis, construction of

codes of meaning, general refining of the codes and the

construction of categories, discussion, and validity.

CHAPTER 3

RESULTS AND DISCCUSSION

This chapter discuss and provides results by the research

regarding the data gathered in the survey conducted using the

survey questionnaire. The table shows the number of respondents

according to the selected or written answer to the survey

questionnaire.

RESULTS

Table 1: Respondent’s Response

Question Answer Codes Themes

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1. How does the A8: Mental health

mental health affects my academic

affect your performance through

academic affecting my

performance? concentration, it

causes me stress BORDERLINE

that may lead me in A8 PERSONALITY

making mistakes on DISORDER

every class

activities resulting

to overthinking and

destroying focus on

my studies.

A1: It’s very

exhausted sometimes. A1 DEPRESSION

A2: It gives me BORDERLINE

distraction thus I A2 PERSONALITY

can’t focus. DISORDER

A1: My academic ANXIETY

performance affect A1

my mental health by

studying all night.

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A1: My academic

performance has A1 BORDERLINE

greatly affected, PERSONALITY

now that my goal is DISORDER

to have an award

this year.

A1: Because its A1 NULL

vital part of your

life.

2. How do you B4: To overcome it,

cope up with I practice good

your mental coping skills by

health? being positive, also B4 MENTAL ABILITY

avoiding myself from

doing things that

would stresses me.

B2: By having a PHYSICAL

regular exercise. B2 HEALTH

B2: By playing my

favorite games. B2 SPORTS

B2: By doing some

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activities that can

make me relax. B2 LEISURE

B2: I overcome it by

prioritizing myself. B2 SELF LOVE

B1: I’ll talk to

someone whom I trust

and comfortable B1 EMOTIONAL

with. TRUST

B1: I cope up with

my mental health by

eating my meal at

the exact time and B1 SELF

having 6-7 hours DISCIPLINE

nap.

3. Why is it C5: It is important

important to to pay attention on WHOLISTIC

pay attention mental health SELF-CARE

on mental because it can C5

health affect our overall

problem? well-being that may

lead to affect our

life.
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C2: It is important

to pay attention on

mental health SELF AWARENESS

problem to prevent C2

mental disorder.

C1: It is important

to pay attention on

mental health C1

problem because it SELF AWARENESS

will worsen out if

you just neglect it.

C1: It will turn to

depression. C1 SELF AWARENESS

C2: Because it is

crucial to our

lives. C2 SELF AWARENSS

C1: It is important

to pay attention for

us to know the

factors that may C1 SELF AWARENESS

trigger these.
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C1: It is important

to pay attention on

mental health

problem to keep

ourselves away from SELF AWARENESS

our stress. C2

C1: Because your

physical health is

useless if your

brain is functioning C1

unstably. SELF AWARENESS

DISCUSSION

As to Question No. 1, the majority answered that mental

health affects their academic performance through affecting their

concentration, it causes them stress that may lead them in

making mistakes on every class activities resulting to

overthinking and destroying focus on my studies.

In Question No. 2, 4 respondents answered the same among the

14 respondents. To overcome their mental health, they practice

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good coping skills such as being positive, also by avoiding

themselves to doing things that would stress them out.

Question No. 3 has 5 same answer that were majority among

all of them. They answered that it is important to pay attention

on mental health because it can affect our overall well-being

that may lead to affect our life.

CHAPTER 4

CONCLUSION AND RECOMMENDATION

This chapter of study presents conclusions and some

recommendations. These conclusions of the study are anchored

based on the data being analyzed, which was covered in Chapter 3

of this study. A few recommendations are provided in order to

give information as well as guidance to conduct further research

in the future concerning same field or issue. Lastly, these

recommendations are addressed to those who are interested in

exploring the factors that affects the mental health of students.

CONCLUSION

This study examines the factors affecting the mental health

of the students. Based on the findings, it can be concluded from

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the 14 respondents, majority of them answered that mental health

contributes an undesirable effect which particularly includes

lack of concentrations and development of stress levels prompting

students to commit mistakes in their class activities. Thus, the

mental health has significant factors that affects the academic

performance of students in Tubajon National High School.

As a result, the students acquired good coping skills to

conquer with their battles against mental health botheration by

avoidance of dwelling over stressful things and cultivating

positive mindset towards certain situations. Henceforth, it is

evident that the students’ preceding knowledge of the effects of

mental health to their overall well-being as well as applying

good coping skills can reduce its risk to the students.

RECOMMENDATIONS

In line with the topic under discussion, the researchers suggest

the following:

1. Tubajon National High School students must engage in a

relaxing activities which incorporate meditation, muscle

relaxation or breathing exercises that helps calming minds.

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2. Students better consume healthy and regular meals including

avoidance of caffeinated beverages to improve energy and stay

focus on daily basis.

3. Students of TNHS should set goals and priorities to manage

things that has to be organizationally done. Moreover, they must

manage and balance their academic studies and personal matters.

4. Students should limit their screen time which can make them

harder to fall asleep and instead make sleep a priority.

5. Students must stay connected and seek advices to friends and

families which can extend emotional support and practical help

rather than isolating their selves.

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REFERENCES:

Kohrt, B. A., Asher, L., Bhardwaj, A., Fazel, M., Mark, Mutamba,

B. B., Nadkarni, A., Pedersen, G. A., Singla, D. R., & Patel, V.

(2018). The Role of Communities in Mental Health Care in Low- and

Middle-Income Countries: A Meta-Review of Components and

Competencies. International Journal of Environmental Research

and Public Health, 15(6), 1279–1279.

https://doi.org/10.3390/ijerph15061279

Park, E. Y., Oliver, T. R., Peppard, P. E., & Malecki, K. (2023).

Sense of community and mental health: a cross-sectional analysis

from a household survey in Wisconsin. Family Medicine and

Community Health, 11(2), e001971–e001971.

https://doi.org/10.1136/fmch-2022-001971

Behere, A. P., Pravesh Basnet, & Campbell, P. (2017). Effects of

Family Structure on Mental Health of Children: A Preliminary

Study. Indian Journal of Psychological Medicine, 39(4), 457–463.

https://doi.org/10.4103/0253-7176.211767

Varisara Luvira, Nonjui, P., Nisachon Butsathon, Phahurat Deenok,

& Wilawan Aunruean. (2023). Family Background Issues as

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Predictors of Mental Health Problems for University

Students. Healthcare, 11(3), 316–316.

https://doi.org/10.3390/healthcare11030316

Justin, J. (2023). Family Health and Mental Well-Being Among

Young Filipino Undergraduates: The Mediating Role of Self-Care -

James Justin G. Felipe, Jerome V. Cleofas, Jiese Sheri Lou C.

Pua, 2023. The Family Journal.

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Shalaby, R., & Israel, V. (2020). Peer Support in Mental Health:

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Lukas Kießling, & Norris, J. (2022). The Long-Run Effects of

Peers on Mental Health. The Economic Journal, 133(649), 281–322.

https://doi.org/10.1093/ej/ueac039

Serafina Trixi Esperansa, Nathan, S., Ayu, I., Kadek Sukma

Cahyani Wisnawa, & Agus Kistian. (2023). The Effect of Toxic

Friendship on Students’ Mental Health. APLIKATIF Journal of

Research Trends in Social Sciences and Humanities, 2(2), 59–66.

https://doi.org/10.59110/aplikatif.v2i2.124

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theoretical aspects. Harper &Row.
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APPENDICES

APPENDIX A

SURVEY QUESTIONNAIRE WITHOUT ANSWER

QUESTIONS:

1. How does the mental health affect your academic performance?

2. How do you cope up with your mental health?

3. Why is it important to pay attention on mental health

problem?
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APPENNDIX B

SURVEY QUESTIONNAIRE WITH ANSWER

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APPENDIX C

PICTURE OF THE RESEARCHER WITH THE RESPONDENTS

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