Aggressiveness, Depression And Academic Achievement Of Students Cover Image

Агресивност, депресивност и академско постигнуће студената
Aggressiveness, Depression And Academic Achievement Of Students

Author(s): Milica Mitrović, Miroslav Krstić, Dušan Ranđelović
Subject(s): Social Sciences
Published by: Универзитет у Нишу
Keywords: Mental health; aggressiveness; depression; academic achievement; gender

Summary/Abstract: The aim of this research is to examine the relationship between academic achievement and certain aspects of mental health (depression and aggressiveness) as well as the possibility of predicting academic achievement based on the mentioned variables. The sample consists of 228 freshman and sophomore students from the University in Priština temporarily settled in Kosovska Mitrovica. The following instruments were used in the research: Beck Depression Inventory (BDI-I, Beck, 1961) and Buss and Perry Aggression Questionnaire (AQ, Buss and Perry, 1992). The average grade during studies was considered as academic achievement. The results show that there is a statistically significant negative correlation between academic achievement and physical aggressiveness (r=-0.249, p<0.01), and between academic achievement and depression (r=-0.249, p<0.01). The possibility of predicting academic achievement based on the set of variables of mental health (depression and aggressiveness and its aspects) was also confirmed. Depression proved to be the best predictor. The percentage of the explained variances was 15 %. There is a statistically significant difference regarding the prominence of depression and certain aspects of aggressiveness between male and female examinees. Female examinees proved to be more successful academically and more depressed in comparison to male examinees, while physical aggressiveness was more prominent among male examinees. These results partly coincide with some earlier studies and they imply a need to perform preventive activities for the purpose of improving students’ mental health and thus indirectly helping them to achieve better academic success.

  • Issue Year: 2015
  • Issue No: 3
  • Page Range: 702-714
  • Page Count: 13