INTRODUCTION

According to WHO definition, “Health is a state of complete physical, mental and social
well-being and not merely the absence of disease or infirmity”. However, many people aware of
their health as being physically well and free of any disease, but they neglect the important of
mental health. Therefore, mental health is important in aspect of health. Mental health conditions
contribute to poor health outcomes, premature death, human rights violations, and global and
national economic loss.

Common mental disorder refers to two main diagnostics categories which is depressive
disorder and anxiety disorder. Depressive disorders are characterized by sadness, loss of interest
or pleasure, feelings of guilt or low self-worth, disturbed sleep or appetite, feelings of tiredness,
and poor concentration. The causes of depression include complex interactions between social,
psychological and biological factors. Depression can affect the ability of individual at work or
school, or to overcome their daily life. At its most severe, depression can cause to suicide.
Anxiety disorders refer to a group of mental disorders characterized by feelings of anxiety and
fear, including generalized anxiety disorder (GAD), panic disorder, phobias, social anxiety
disorder, obsessive-compulsive disorder (OCD) and post-traumatic stress disorder (PTSD).
Depression and anxiety can be categorized as mild, moderate or severe.

Based on the previous research, there are two reasons for conducting the current research.
First, not many studies are conducted to study psychological characteristics among low-and
high-achieving students in Malaysia. The lack of research on mental health and academic
achievement may lead to difficulty to understand the psychological conditions in relation to
academic achievement and education among students in Malaysia. Second, this study also hopes
to contribute to the research on how to help and manage students who have low academic
achievement. By having better understanding and knowledge about psychological condition of
the students on depression, anxiety, and stress, it could help us to design and organize proper
development programs to help them. In short, it is important to obtain information about
students’ psychological conditions and psychological growth in the university because it is very
much related to their academic achievement.
 PROBLEM STATEMENT

To ensure that, we have made a survey on UiTM students to know how and why they had
depressed, how they managed their stress, what makes they stress or depress. The fact that
students has depression, anxiety and stress in their academics and co-curricular. Psychological
problems are common among students. According to Porter (1990), up to 60% of university
students left university without finishing their degrees, the majority of these students leave
within the first two years due to inability to manage these psychological conditions, especially to
cope with stress.

Depression, anxiety, and stress were found to be interrelated to each other. The
overlapping symptoms of these three psychological problems can lead to all sorts of academic
problems that can give impact to academic achievement among students. For example ,it has
been found that students’ performance in school, college, and university is influenced by the
symptoms of depression (Fine & Carlson, 1994; Stark & Brookman 1994), stress (Dusselier,
Dunn, Wang, Shelly, & Whalen, 2005), and anxiety (Anson, Bernstein, & Hobfoll, 1984) which
could lead to difficulties in concentration, lack of motivation and interest, poor attendance, and
physical health such as headache and fatigability. These conditions will influence students’
academic achievement.

The above findings indicate that many students suffered from psychological problems,
which in turn affected their academic performance. Many studies were conducted to address this
issue and it was found that psychological problems, i.e., depression, anxiety, and stress do have
influence on the academic achievement of the students. Williamson, Birmaher, Ryan, and Dahl
(2005), for example, reported that stressful life events are significantly elevated in anxious and
depressed youths, thus could lead to low performance in academic achievement. A study by Md
Aris Safree Md Yasin and Mariam Adawiah Dzulkifli (2010) also indicated the same results.
They found that depression, anxiety, and stress negatively correlate with academic achievement.
The higher the depression, anxiety, and stress, the lower the academic achievement among
students.
References

-Md. Aris Safree Md Yasin & Mariam Adawiah Dzulkifli. (2010). The relationship between social support
and academic achievement among DIFFERENCES IN DEPRESSION, ANXIETY, AND STRESS 177 J. Sustain.
Sci. Manage. Volume 6 (1) 2011: 169-178 students. International Journal of Business and Social Sciences,
1 (3): 110 – 116.

-Porter, O. F. (1990). Undergraduate completion and persistence at four-year colleges and universities.
National Institute of Independent Colleges and Universities.

-Steinberg, L, & Darling, N. (1994). The broader context of social influence in adolescence. In Silbereisen,
R.K. & Todt, E. (Eds.), Adolescence in Context: The Interplay of Family, School, Peers, and Work in
Adjustment. New York: Springer-Verlag Inc

-World Health Organization (2013) WHO Definition of Health. WHO, Geneva.

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