The study of relationship between adolescents’ suicidal behavior and learning achievements

The main focus of the article is on the study of relationship between teaching achievements and the manifestations of suicidal behavior – depression, aggression and anxiety. The study was conducted with 302 adolescents studying in Baku and Ganja. One of the main hypotheses of the study was the relationship between student achievement and depression, mental state and suicidal risk.It is believed that there is an inverse relationship between students’ learning achievement and the three characteristics mentioned. That is, if these three features are at high level, it will negatively affect students’ academic achievement and the students’ academic achievement will be low. The study showed that there is a positive correlation between adolescents’ learning activities, including their achievements, and suicidal behavior. The correlation coefficient between all three features is significant at 0.01. That is, in all three tables, P = 0.000, which indicates that the relationship is significant at the level of 0.01. We believe that it is possible to reduce this dependence by overcoming the depressive state and directing the mental state in a positive direction.


Introduction
In modern times, against the background of global social and psychological problems, suicidal behavior occupies one of the leading positions. The problem lies not only in the growing dynamics of suicidal risks, but also in their unpredictability and difficulty in resolving them. Despite significant research on the problem, in some countries and the use of the necessary methods and techniques, the problem of suicide still remains one of the problematic issues. The number of suicides has been increasing in our republic for the last ten years, as well as all over the world. At the same time, suicides are more prevalent among adolescents and young people, which is an alarm signal. There are various reasons for suicide in adolescents. However, misunderstanding with parents, teachers, and peers dominate among the reasons.
Mistakes, inappropriate remarks and reprimands in the training process leave deep traces in students and adolescents when they are at sensitive age and lay the groundwork for suicidal behavior in the future. In general, there are several factors that contribute to the study of psychopedagogical issues of suicidal behavior in adolescents. 3 First, people such as tecahers, educators who engage in pedagogical activities, do not have the necessary knowledge about the adolescents" suicida tendency and its features, and educational work in this sphere is insufficient.
Secondly, the symptoms that can lead to suicidal behavior in adolescents cannot be assessed by parents and environment. The deepening situation which occur as a result of presenting depressive state as "meaningless", "non-permanent" state, eventually leads to such situations.
Thirdly, modern adolescents live in a dynamic society where social and psychological adaptation is enhanced. Against the background of depletion of adaptive energy, the constant use of social networks, the proliferation of videos promoting suicidial behavior lead to suicidal behavior in adolescents at a time when cognitive development is not yet complete and they are sensitive to perception.
Finally, it is important to emphasize the attitudes of teenagers towards school.
Conflict with classmates, teachers' criticism, problems in training, the phenomenon of intragroup pressure, etc. damage the adolescents' immature psyche, and in this case the tendency to commit suicide increases. Recent events in our country indirectly confirm this.
Along with all this, it should be noted that the psychophysiological processes that took place during adolescence, including the events that took place with adolescents, the fact that our lands are still in the hands of the Armenian occupiers, and other factors affect adolescents' psyche, which cause frustration, exacerbate depression, lead to despair, mood swings, and the result is unpredictable.
In addition, the formation of suicidal behavior is strongly influenced by the individual psychological characteristics of adolescents, as well as their emotional state. If these issues are not discovered in time, the risk of suicide among adolescents will increase and it will be difficult to educate citizens who are useful to society. From this point of view, the topic is relevant for the modern period, and taking this into account, we considered it expedient to choose the problem as an object of research.
It should be noted that the term suicidal behavior and suicide was first introduced into scientific circulation by the French sociologist Durkheim (1994). According to Durkheim (1994), the word "suicide" is derived from a Latin word "suicidium". It is the act of intentionally causing one's own death. Of course, in the case 4 of a completed suicide, this intention is very easy to determine, but very difficult to prove (DURKHEIM, 1994). "Suicide" is a Latin word derived from a combination of the words "sui" -oneself and "saedere" -to kill oneself. In our language, the word "suicide" is used instead of the word "intihar". The word "intihar" is an Arabic word. Although it used in the meaning of "cutting one's throat", it is now included all methods of suicide. Therefore, Freud interprets the psychological nature of suicidal behavior in his own work "Mourning and Melancholy". In this book, Freud discusses the important role of the instinct of "self-destruction" in mental life, based on various clinical experiences. He writes: "Selfdestruction is not a rare occurrence, and to a certain extent this tendency is seen in more 5 people rather than in those who carry it out. Accordingly, self-destruction is formed by a compromise between these instincts and the opposing forces (LITMAN, 2003).
In case of suicide, suicidal tendencies appear unconsciously, weakly, and in compressed tendencies long before these ideas have emerged. Even if there is a conscious intention to commit suicide, it does not materialize immediately, time is chosen, methods and possibilities are considered. However, the unconscious intention is not realized until the apperance of factors that deepen it,and the facts that act as a cause (LITMAN, 2003).
There are various approaches in American behavioral psychology that try to explain the psychological mechanisms of suicide. One of them is U. Glasser's approach.
According to him, the causes of suicidial behavior are associated with depression, and the loss of self-control prepares the ground for this act. He shows that the only behavior that a person can control is his own behavior. Reality only gives us information, and it is our own choice to adapt that information to internal needs.
Well-known psychologist Thomas Joiner believes that "those who have learned to pass the instinct of self-preservation are ready to commit suicide". Somehow they can break his resistance. Potentially suicidal people prepare themselves for this process, get used to the feelings of pain, develop immunity to this or that psychological condition, which does not pose a problem for them in the subsequent occurrence of suicide (BALAZS et al., 2018).
Canadian Ferroo's (2017) study found that suicidal thoughts, plans, and suicide attempts are higher in people with chronic illnesses than in others, and there is a significant correlation between them (P <0.01).

Methodology
To carry out the experimental-practical direction of the research, Beck's "Depression" (BECK; STEER; GARBİN, 1988), "Suicidal risk map" methods were used.
The study was conducted on adolescents studying in Baku and Ganja. 302 teenagers took part in the survey.

Results and discussion
The experiment examined whether there was a difference in three main variables, namely, "Becky's depression scale", "Mental condition" (anxiety, frustration, aggression, rigidity), and the "Suicidal risk map". As a result of the inspection, almost no significant differences were observed between the two groups. The difference between the two independent groups is given in the Sig (2-tailed) column in table 3.5, and as can be seen, there was no P≤0.05 on any variable. So the difference between the groups at 0.05 is not significant. As we know, when it is P≤0.05, the claim that the intergroup difference is significant at 0.05 is confirmed. However, it cannot be said that the difference between the two groups is serious and statistically significant.
In our example, "Becky's depression scale" is p = 0.951, "Mental Change" is p = 0.210, "Suicidal risk map" is p = 0.884. Research showed that there is an inverse relationship between learning achievement and levels of depression, anxiety, aggression, rigidity, frustration, and suicidal risk. The correlation factor between educational achievement on all three traits is significant at 0.01. That is, in all three tables, P = 0.000, which indicates that the relationship is significant at the level of 0.01. Since the "Pierson correlation" for all three variables is negative, it can be said that there is an inverse relationship between these variables and educational achievement.   (2-tailed) 0.000 N 302 302 Note: **. The correlation is significant at the level of 0.01 (2-tailed).
As can be seen from Table 3.2.3, there is an inverse relationship between students' learning achievements and depression, that is, p = 0.000, r = -0.698. This proves the assertion of the hypothesis. The more the depression is, the less the learning achievement is. As can be seen from Table 4, there is an inverse relationship between students' learning achievements and mental state, that is, p = 0.000, r = -0.671. When the indicators of mental state are inadequate, the level of students' learning achievements decreases. As can be seen from table 5, any fail in students' educational achievements increases their risk factor of suicide, that is, p = 0.000, r = -0.721.  Table 6 shows that the levels of depression decreased in the experimental group compared to the control group. As a result of this comparison, it can be said that educational and counseling work lowers the depressive background and indirectly reduces the risk of suicide. Research has shown that there is indeed an inverse relationship between learning achievement and levels of depression, anxiety, aggression, rigidity, frustration, and suicide risk. The correlation coefficient between educational achievement on all three factors is significant at 0.01. That is, in all three tables, P = 0.000, which indicates that the relationship is significant at the level of 0.01. Since the "Pierson correlation" for all three variables is negative, it can be said that there is an inverse relationship between these variables and educational achievement.

Final considerations
Research has shown that there is indeed a correlation between learning achievement and levels of depression, anxiety, aggression, rigidity, frustration and suicidal risk. The correlation coefficient between educational achievement on all three traits is significant at 0.01. Research has shown that suicide attempts in adolescents can occur in cases of high levels of depression, aggression and anxiety. Thus, suicidal behavior in adolescents is associated with a depressive state, including aggression and frustration.
Boys are more prone to suicide than girls due to sexual factors. Based on our research, it can be argued that it is possible to prevent suicidal behavior in adolescents by reducing anxiety, aggression, including frustration.This factor must be taken into account by parents and teachers. Psychologically, every person falls into certain difficult situations in life, from