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DEPRESSION IN BOYS AND GIRLS AS FUNCTION OF ACADEMIC ACHIEVEMENTS

By: Shiri Farhana

Key Words: Depression, Gender, Academic achievements

JLES-Vol-13-No-P-57-64, December 2018

Abstract

This study was designed to investigate the depression as function of gender and academic achievements. The sample of the study was composed of 200 respondents. They were selected using stratified random sampling technique. A Bangla version of Depressive Experiences Questionnaire (DEQ) developed by Blatt et al. (1976b), and revised by Welkowitz et al. (1985), subsequently adapted by Latif and Huq (2001), was used for data collection. The DEQ contained 23 items and it was a 7-point scale ranging from complete agreement to complete disagreement. A 2 × 2 factorial design was used involving two levels of gender (boys vs. girls) and two levels of academic achievements (high achievers/low achievers). The results showed that the main effect of gender and academic achievements were statistically significant (P<0.01). Again, two-way interaction effect involving gender and academic achievement was also statistically significant (P<0.001). Thus, the results supported all the hypotheses that girls exhibited significantly more symptoms of depression than boys. In addition, the low achievers in their academic areas exhibited significantly more symptoms of depression than the high achievers (P<0.001).

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Manuscript received on 23.04.2019 and revised 0n 28.08.2019.

Shiri Farhana

DEPRESSION IN BOYS AND GIRLS AS FUNCTION OF ACADEMIC ACHIEVEMENTS

JLES-Vol-13-No-P-57-64, December 2018

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