PSYCHOSOCIAL STRESSORS AND DEPRESSION AMONG SECONDARY SCHOOL STUDENTS IN OBIO/AKPOR LOCAL GOVERNMENT AREA, RIVERS STATE, NIGERIA.

Abstract

The relationship between psychosocial stressors and depression among students in secondary schools within the Obio/Akpor Local Government Area of Rivers State was studied. The study was guided by a descriptive correlational design with two research questions and two hypotheses. 3215 senior secondary school students from 25 public schools were in the population, and a sample of 320 students was proportionately and randomly drawn, and the data was collected using a selfadministered structured questionnaire involving psychosocial stressors and depression, which were both standardized. The measures were subjected to reliability analysis, and the results provided support for the use of the measures in terms of internal consistency, as the instruments yielded Cronbach's Alpha reliabilities of 0.82 and 0.85 for psychosocial stressors and depression, respectively. The analysis involved introductory descriptive statistics, mean, and standard deviation for the research questions, and Pearson's Product Moment for the hypotheses testing. The results mainly indicated that the students experienced the most stressors, which were psychosocial and academic-related. Stressors that are family-related and peer-related, on the other hand, were also experienced stressors in moderate ranges. The depression that the students experienced was moderate, with the occurrence of symptoms that were more emotional. The analysis of the data supported the idea that there is a major link between educational stressors (r = 0.562, p < 0.05 ) and depression, (r = 0.431, p < 0.05) and depression considering family stressors. The analysis concluded that there is a noteworthy link between psychosocial stressors and depression for secondary school students. Recommendations focused on reducing the level of depression for students to include: stress management instruction to the school curriculum and or encourage the students to participate in socially supportive/adaptive family settings.