Munson, Becky Lien. “About Sleep Deprivation.” Nursing, vol. 30, no. 7, July 2000, p. 77. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=4070654&site=ehost-live.

This small article examines sleep deprivation. Although it is relatively short, a number of myths, facts, and statistics about the effects of being sleep deprived are listed. Often people tend to act like sleep isn’t a big deal or much of a priority. This article refutes this common myth as well as others concerning sleep. It also looks at the effects of sleep deprivation on the body. For example, students can lose close to half of what they studied two days earlier if they are sleep deprived.

Munson is straight and to the point in her short piece. The format of the article is simple and straightforward, making it easy to read and understand. It gives some important points regarding lack of sleep and its effects on the human body. Myths and facts listed within may be helpful points as well.

Overall, I believe this article can be useful to my research. I may incorporate some of the statistics it lists, which will be a convincing factor in my paper. The fact that it lists myths regarding sleep deprivation may be useful as well because that shows the general public may not be well informed regarding these issues. The effects of sleep deprivation on behavior in students is also mentioned and will be specifically useful.

Ness, Deborah and Pasquale Calabrese. “Stress Effects on Multiple Memory System Interactions.” Neural Plasticity, vol. 2015, 27 Dec. 2015, pp. 1-20. EBSCOhost, doi:10.1155/2016/4932128.

In this research manuscript, stress effects on multiple memory systems are studied. An in depth look at the effects of stressors on the mind and how it decides to handle the situation under pressure is provided in this piece. Different response paths of the brain are studied when the mind is triggered by a stressor. The interaction between distinct memory systems in stressful situations is addressed as well. The research explains that stress and emotional arousal often effect memory.

Although this research review article is well written and potentially very interesting, it is also quite long and detailed. Neuroscience on the molecular level is discussed in some depth, making it a painstaking read for those not interested in such science. However, bits and pieces can be gleaned from this research which are less complicated for the average reader to comprehend.

In conclusion, this researched review article is quite extensive and goes into a lot of detail. Nonetheless, I dug through some of the confusing neuroscience terms and located a great scientific definition of stress which I think could be useful in my paper. This research also mentions some helpful notes about stress affecting the critical memory process. It explained that the regions of the brain that deal with stress response are also involved with memory. I found this to be a worthwhile piece of information.

Ranđelović, Dušan, et al. “Aggressiveness, Depression and Academic Achievement of Students.” [“АГРЕСИВНОСТ, ДЕПРЕСИВНОСТ И АКАДЕМСКО ПОСТИГНУЋЕ СТУДЕНАТА”]. TEME: Casopis Za Društvene Nauke, vol. 39, no. 3, July 2015, pp. 701-714. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=113196966&site=ehost-live.

A study of the effects of aggressiveness and depression on the academic achievement of students is explained in this paper. The relationship between these specific aspects of mental heath and academic achievement is the focus of this research. The possibility of predicting academic achievement based on aggressiveness and depression is another focus of this paper. Results conclude that their is a distinct negative correlation between academic achievement and these mental health issues. This paper also distinguishes the importance of mental health.

Overall, the research examined in this article is rather in depth and some aspects of the testing are described at length. General themes of this research as well as some statistics noted within the article are useful. The conclusion of the results is mostly clear and easy to understand. These results could be easily applied to other research.

Further, I see this research paper as being useful in my own paper due to the results of this research being clear regarding the effects of depression on academic achievement. The negative correlations between depression and academic achievement are explained. Also, this article gives some student statistics regarding depression. This may be a helpful resource for my paper.

 

Aselton, Pamela. “Sources of Stress and Coping in American College Students Who Have Been Diagnosed with Depression.” Journal of Child & Adolescent Psychiatric Nursing, vol. 25, no. 3, Aug. 2012, pp. 119-123. EBSCOhost, doi:10.1111/j.1744-6171.2012.00341.x.

In summary, this journal article examines depression in students, causes of this depression, and coping mechanisms to deal with their depression. The article recognizes depression and depression as the primary cause of impaired academic performance. Data collection methods are discussed within and the results are reviewed. Sources of stress are given as well as ways students found helpful to cope with the depression they experienced. Results showed that students were commonly stressed out by problems with family and academics, while common coping mechanisms included talk therapy, music, journaling, and physical activity.

These sources of depression and ways students cope are outlined and clear in this article. Numerous methods are examined discussed which is helpful. This study gave some clear results and even some interesting statistics. There is also a discussion of ways to implement some changes to aid students with their depression symptoms. This was a beneficial conclusion to this paper.

Generally, I found this article helpful and the study quite informative. I plan to incorporate some of these methods of coping into my research of how to better help students with their depression. This paper also recognized that stress has been identified as the primary cause of impaired academic performance.

 

 

 

Navarrete, Lori Ann. “Melancholy in the Millennium: A Study of Depression among Adolescents with and without Learning Disabilities.” The High School Journal, vol. 82, no. 3, 1999, pp. 137–149., www.jstor.org/stable/40364417.

This research study article examined depression among students with and without learning abilities. Depression is identified as a significant problem and a recent focus of academic and mental health studies. Listed within are the four types of depression that may be experienced which are normal depression, major depression disorder, dysthymia, and bipolar depression. The results of the study concluded that there is no significant difference between the prevalence of depression in students with learning disabilities and students without. It is also concluded that an increased awareness of depression in students is necessary.

As a research study, this article was informative and for the most part easily comprehendible. Organization was proficient as well. The author gave a sufficient introduction, an informative and detailed section on methods and procedures, and a results and discussion section at the end. This made the article easy to break up and access the information needed.

Overall, I found this study to be a potentially helpful source for my own paper. The depression types explained with their effects on students may be something I would like to incorporate into my writing. It will not be helpful to include any of the information regarding the lack of correlation between depression in students with disabilities and students without disabilities. A section at the end discussed implications of some of the research on depression in students as well as some ways in which schools could better aid these afflicted students. Most likely, this will be a source beneficial to my own paper.