Rhea Vlance Gumabay Bautista, Juana Rivera
ABSTRACT
Adolescence is a critical developmental period during which mental health and resilience play a vital role in students’ academic functioning. This study examined the levels of mental health, resilience, and academic performance, as well as their interrelationships, among Grade 10 students at Cagayan National High School – Junior High. A mixed-methods approach was employed, combining a descriptive–correlational quantitative design with qualitative thematic analysis. Quantitative data were collected from 313 students using the Depression, Anxiety, and Stress Scales–Youth (DASS-Y), the Brief Resilience Scale, and academic records, while qualitative data were obtained through open-ended questions. Descriptive statistics, chi-square tests, and correlation analyses were used to analyze quantitative data, whereas thematic analysis was applied to qualitative responses. Results indicated that most students exhibited normal levels of depression and stress, while anxiety levels were generally mild. Although many students demonstrated average resilience, the overall mean suggested a tendency toward low resilience. Academic performance was generally satisfactory to very satisfactory. Significant associations were found between resilience and both anxiety and stress, whereas no significant relationships were observed between resilience and academic performance, or between academic performance and depression, anxiety, and stress. Qualitative findings revealed persistent challenges related to academic pressure, emotional exhaustion, self-judgment, family-related stress, time-management difficulties, and fear of being judged, highlighting the interconnected nature of mental health, resilience, and academic demands. The findings underscore the need for a holistic, school-based approach that integrates mental health promotion, resilience-building initiatives, and academic support to foster students’ well-being and educational success during a critical stage of development.
Keywords: Adolescent mental health; resilience; academic performance; anxiety; depression; stress; junior high school students
https://doi.org/10.57180/tohq1509