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The current meta-analysis investigates the parental support-youth depression association and whether this association varies by gender and stress. Studies published from 1983 to February 2021 were gathered via electronic search in six databases and a hand search of 14 journals. Studies that measured support from parents and youth depression were included. Depression intervention studies and studies that measured constructs conceptually distinct from social support were excluded. Using a random-effects model, the overall effect size based on 170 studies on N = 114,674 participants was r = .27 ( p < .001). Cross-sectional results supported the general benefits model with no evidence of parent gender differences, but results showed stronger associations between depression and support from parents as a unit compared to either mothers or fathers alone. Crosssectional results also showed larger effect sizes for girls compared to boys in the association between depression and support from parents and mothers. However, there was no evidence for parent or youth gender differences in any of the longitudinal analyses. A significant cross-sectional dampening effect of stress on maternal/paternal support for both boys and girls was uncovered but disappeared in longitudinal analyses, and stress-buffering effects of parental support emerged over time in longitudinal analyses. Bidirectional analyses demonstrated parent and child effects with no youth gender differences. Sensitivity analyses showed little evidence of publication bias or historical influences. Limitations include lack of information about support type and developmental differences. Results underscore the importance of including both mothers and fathers in depression prevention and intervention efforts. Public Significance StatementThis meta-analysis demonstrated the importance of perceived social support from both mothers and fathers in relation to lower levels of depression in children and adolescents with modest youth gender differences. Results also showed that both mothers and fathers may be impacted in their capacity to provide social support to their daughters and sons in certain stressful contexts and provided clarification on the types of stressors that might lead to diminished effectiveness of parental social support. The results of the current meta-analysis have implications for further theory testing as well as clinical application and policy development to prevent and intervene in youth depression and reduce the burden of this serious and debilitating disorder through the life span.

Small nuclear ribonucleoproteins (snRNPs) are protein– ribonucleic acid (RNA) complexes defined by a core noncoding RNA of approximately 100–600 nucleotides and tightly bound proteins that together accumulate in the nucleus. The snRNPs are best known for their role in RNA splicing complexes, including U1, U2, U4, U5 and U6 snRNPs found in the spliceosome. Additional snRNPs are functionally diverse, but in many cases the RNA component of snRNPs can base‐pair with a substrate for precise alignment and possible catalysis. The U7 snRNP directs 3′‐end mRNA formation for histone transcripts, and the 7SK snRNP regulates transcription. Two special groups of snRNPs, small nucleolar RNPs (snoRNPs) and small Cajal‐body RNPs (scaRNPs) , are restricted to their named subnuclear compartments in order to direct post‐transcriptional modification of ribosomal and splicing RNAs, respectively. Certain herpesviruses express high levels of novel snRNPs involved in the regulation of gene expression. Due to their important biological roles, there are many diseases associated with snRNPs. Key Concepts: The snRNPs are small nuclear ribonucleoprotein particles, a class of dynamic RNA–protein complexes that accumulate in the nucleus. Major and minor splicing snRNPs form super‐complexes (spliceosomes) that direct the precise splicing of messenger RNAs. In the special process of trans ‐splicing, splice leader (SL) snRNPs donate RNA to the ends of transcripts. The U7 snRNP coordinates 3′ end processing of metazoan histone messenger RNAs. The 7SK snRNP regulates transcription by selectively sequestering and rendering inactive the P‐TEFb protein, a key modulator of RNA polymerase II. Two groups of snRNPs are singled out for specific subnuclear localisation: small nucleolar and small Cajal‐body associated (sno/scaRNPs) direct methylation and pseudouridylation of splicing and ribosomal RNAs. Some mammalian herpesviruses express viral snRNPs, which have enigmatic and complex functions in gene regulation. Several diseases including lupus present autoantibody production of antibodies directed at snRNP‐affiliated proteins such as Sm, Lsm and La. Most snRNPs have been affiliated with diseases and are therefore promising biomarkers for diagnosis and prognosis.

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Measurement limitations have hindered research on learned helplessness (LH) and mastery orientation (MO) in the classroom. We reduced the 24-item Student Behavior Checklist to a 6-item scale and tested the abbreviated measure for evidence of reliability and validity in a sample of 5th and 6th graders ( N = 299). We then replicated findings in an independent sample of middle school students ( N = 116). Results demonstrated strong support for construct validity of the Student Behavior Checklist-Brief (SBC-B), including a hierarchical two-factor structure indicating the distinctness of LH and MO and an overarching construct, which we refer to as learning approach. Results also demonstrated consistent evidence supporting criterion and convergent/discriminant validity, internal consistency reliability, and temporal stability. The SBC-B offers a psychometrically sound teacher-report measure of LH and MO.