Applying Cognitive Therapy for Depression and Anxiety in Mathematics Education for Students’ Sustainable Performance

Abstract

Globally, cases of depression and anxiety have been on the increase among the adolescents. Depression and anxiety interfere significantly on students' academic achievement in schools at all levels. It is more intensed on mathematics learning, reason being that Mathematics as a school subject involves critical thinking, which essentially has to do with the mind-(cognition). It is suffice to say that timely applications of cognitive therapy interventions as preventive measures could ameliorate the incessant of occurrence of depression and mathematics anxiety among students. Therefore, this paper focuses on applying cognitive therapy for depression and anxiety towards enhancing students' sustainable performance in the subject. The paper examines mathematics anxiety, depression, common causes of depression, types of depression, cognitive therapy, basis of cognitive therapy, classroom interventions and treatment techniques, school curriculum configuration repackaging among others. The paper observes that immediate and appropriate classroom interventions would go a long way to restore affected students before it degenerates to complex condition. In this paper, it is noted that chronic depression and mathematics anxiety could significantly impair students' optimal learning. It is therefore recommended that mathematics teachers should be equipped with appropriate classroom interventions, treatment and techniques that could be employed via cognitive therapy to alleviate or minimize the effect of depression and mathematics anxiety among students for sustainable performance.

An Investigation of Mathematics Anxiety and Academic Coping Strategies Among High School Students in Vietnam: A Cross-Sectional Study

“…From that, students could understand their mental health status and implement coping strategies to get over their academic anxiety. Our findings provide additional information for teachers, school counselors to realize student's negative emotions, opportunely support, and find appropriate methods to alleviate student's negative emotions during the teaching process (Asikhia et al, 2015;Olaoluwa, 2021). Moreover, educators can design mathematics curriculum integrating theories and practices, and develop psychological support programs for Vietnamese high school students (Van et al, 2019) such as organizing hands-on activities in mathematics learning, applying cooperative learning in small-group learning, providing extra tuition sessions, organizing more discussions activities and more student directed classroom, and focusing on individual mathematics improvement.…”

Path analysis of factors affecting depression in medical students

“…Reliability coefficients in the standard Gadzla Academic Stress Questionnaire were obtained .66, .59, .54, .73, and .56, respectively for the subscales of frustration, conflict, pressure, change, and self-imposed stress using internal consistency method, Cronbach's alpha coefficients, and .77, .80, .67, and .81, respectively, for multiple subscales of physiological, emotional, behavioral, and cognitive responses, and 0.88 for the total stress scale score (Olaoluwa, 2021).…”

“…In addition, lack of interest can impair one's self‐confidence and lead to depression and inappropriate behavioral outcomes (Olaoluwa, 2021). Student's economic status and history of depression are also other factors effective in reducing depression (Coentre & Góis, 2018).…”

Impact of Cognitive-Behavioral Intervention on Alleviating Depression and Anxiety in Mathematics: Enhancing Students’ Learning Experience and Academic Performance

“…This shift in mindset can profoundly impact their learning experience as they become more motivated and engaged in the subject. CBI provides students with practical strategies to manage their anxiety during mathematics lessons and exams (Olaoluwa, 2021;Guimarães et al, 2021). These strategies may include deep breathing exercises, positive self-talk, and goal-setting techniques.…”

“…Cognitive-behavioral intervention significantly alleviates depression and anxiety in mathematics among students (Olaoluwa, 2021;Moustafa et al, 2021). By helping students challenge negative thoughts, providing coping strategies for managing anxiety, fostering a growth mindset, and improving problem-solving skills, CBI enhances students' learning experience and academic performance in mathematics.…”