| Titre : | Students' Mental Health as a Relevant Agent Influencing Academic Achievement: Teachers' Contribution as Potential Counsellors. The Case of 2nd Year EFL Students. |
| Auteurs : | Amina ABDELKRIM, Auteur ; P/ LLA Dr. Ahmed Hichem GHEMBAZA, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | SAIDA [ALGERIE] : 1- University of Saida - Dr. Moulay Tahar / Faculty of Letters, Languages and Arts Department of English Language and Literature, 2020-2021 |
| Format : | 120p / 27cm |
| Accompagnement : | CD |
| Langues: | Anglais |
| Catégories : | |
| Note de contenu : |
Declaration of Originality II
Dedication III Acknowledgements IV Abstract V Table of Contents VI List of Tables IX List of Figures X List of Acronyms XI List of Appendices XII General Introduction 1 Chapter One: Mental Health and Well Being of University Students: A Systematic Review of Literature 1.1 Introduction 5 1.2 Terms and Definitions 5 1.2.1 Mental Health 5 1.2.2 Mental Illness 5 1.3 Mental Health in the Educational Context 6 1.4 College Students’ Mental Health 6 1.5 Causes of College Students Mental Health 8 1.6 Prevalence of Mental Health Problems 10 1.6.1 Continum of Severity 11 1.6.2 Classifications of Students Mental Health 13 1.7 Recognizing Students’ Mental Health Problems 13 1.7.1 Anxiety 14 1.7.1.1 What is Anxiety? 14 1.7.1.2How Does it Look Like? 14 1.7.2 Depression 15 1.7.2.1 What is Depression? 15 1.7.2.2 How Does it Look Like? 15 1.7.3 Bipolar Disorder 16 1.7.3.1 What is Bipolar Disorder? 16 1.7.3.2 How Does it Look Like? 16 1.7.4Attention Deficit Hyperactivity Disorder (ADHD) 16 Table of Contents VII 1.7.4.1 What is ADHD? 17 1.7.4.2 How Does it Look Like? 17 1.8 Effect of Mental Health on Students’ Learning 17 1.9 Unmet Mental Health Needs of Students 19 1.10 Barriers and Facilitators of Help Seeking 20 1.11 The Role of Educators in Supporting Students’ Mental Health 22 1.11.1 The Implication of Metacognitive Strategies 23 1.12 Students’ Self-regulation and Mental Health 24 1.13 Educators’ Mental Health Literacy 26 1.13 Conclusion 27 Chapter Two: Research Design and Procedures: Data Collection and Analysis 2.1 Introduction 29 2.2 The Aim of the Study 29 2.3 The Target Population 29 2.3.1 Students’ Profile 30 2.3.2 Teachers’ Profile 30 2.4 Reseach Instruments 31 2.4.1 Questionnaire 31 2.4.1.1 Description of the Questionnaire 31 2.4.2 Interview 32 2.4.2.1 Description of the Interview 32 2.4.3 Mixed Methods 32 2.5 Data Analysis and Interpretation 33 2.5.1 Questionnaire Analysis 33 2.5.1.1 Results Interpretation 48 2.5.2 Teachers’ Interview Analysis 54 2.5.2.1 Results Interpretation 62 2.6 The General Findings of the Study 66 2.7 Conclusion 68 Chapter Three: Promoting Students’ Mental Health - Suggestions andRecommendations 3.1 Introduction 70 3.2 Establishing a Friendly Classroom Atmosphere 70 VIII 3.3 Maintaining a Positive Rapport with Students 72 3.4 Providing a Positive Affective Model 74 3.5 Encouraging the Use of Pormordo Technique 75 3.6Implementing the Music Model Strategies for Academic Motivation 77 3.6.1 Empwerment 78 3.6.2 Usefulness 78 3.6.3 Success 78 3.6.4 Interest 78 3.6.5 Caring 78 3.7 Encouraging Students to Self-Regulate Their Emotions 79 3.8 Promoting Teachers’ Mental Health Literacy “Training” 85 3.9 Teachers’ and Therapist’s Cooperation 86 3.10Supporting Parental Engagement 88 3.11Allowing Discussions about Mental Health in the Classroom 89 3.12 Little Things can Make a Difference 90 3.13 Conclusion 90 General Conclusion 91 References 95 Appendixes 121 |
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