Longitudinal associations between depressive problems, academic performance, and social functioning in adolescent boys and girls.

Verboom, Charlotte Eline; Sijtsema, Jelle J.; Verhulst, Frank C.; Penninx, Brenda W. J. H.; Ormel, Johan

doi:10.1037/a0032547

Cited by 248 publications

(187 citation statements)

References 54 publications

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“…confidence and general well being at school (Verboom, Sijtsema, Verhulst, Penninx, & Ormel, 2014). Students' GPA was positively associated with development goals and to a lesser extent with demonstration-avoidance goals.…”

Section: The Role Of Individual Background Variablesmentioning

confidence: 84%

The role of goal structures and peer climate in trajectories of social achievement goals during high school.

Makara

Madjar

2015

Developmental Psychology

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Students’ social goals—reasons for engaging in interpersonal relationships with peers—are consequential for students’ interactions with their peers at school and for their well-being. Despite the salience of peer relationships during adolescence, research on social goals is generally lacking compared with academic goals, and it is unknown how these social goals develop over time, especially among high school students. The aim of the study was to assess trajectories of students’ social goals and to determine how relevant individual and contextual variables predicted initial levels and trajectories of students’ social goals. Participants were 9th through 12th grade students (N = 526) attending a U.S. high school. Students filled out surveys of their social goals (social development, social demonstration-approach, and social demonstration-avoidance) 6 times across 2 school years. Nonlinear growth curve analyses and piecewise growth curve analyses were used to assess trajectories of social goals across time. Students’ initial levels of social goals differed based on their gender, grade level, prior achievement, and perceptions of classroom goals structures and peer climate. Furthermore, despite substantial stability over time, the shapes of these goal trajectories were predicted by students’ gender, grade level, and perceptions of classroom goal structures and peer climate. In particular, students who perceived an increase in performance-avoidance classroom goals maintained higher demonstration social goals and decreased in developmental social goals over time, and students who perceived an increase in positive peer climate decreased in demonstration-avoidance social goals. Implications and directions for future research on social goals are discussed.

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Section: The Role Of Individual Background Variablesmentioning

confidence: 84%

The role of goal structures and peer climate in trajectories of social achievement goals during high school.

Makara

Madjar

2015

Developmental Psychology

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“…Adolescents with poor academic achievement are at risk of dropping out of school, which may place them in a situation of social risk [1,44]. A lack of basic education can harm adolescents and is associated with performing low-skilled, undemanding jobs, which provide little personal satisfaction.…”

Section: Perceived Academic Achievementmentioning

confidence: 99%

“…Second, sexist attitudes are related with different kinds of violence [10][11][12] Third, aggression is a vulnerability factor, which has been negatively associated with academic achievement [13]. Four, poor academic achievement is a social risk factor [1].…”

Section: Aims and Hypothesesmentioning

confidence: 99%

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Sexism and Aggression in Adolescence—How Do They Relate to Perceived Academic Achievement?

et al. 2018

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Sexist attitudes are rooted in patriarchal structures, which uphold traditional gender stereotypes, and which are still found in society today. Scholars have found gender differences in perceived academic achievement, with girls performing better than boys, and negative relationships between sexism and perceived academic achievement. Moreover, perceived academic achievement and sexist attitudes have been associated with aggression and different kinds of violence. This study examined the associations between sexist attitudes and perceived academic achievement (using selfreport data). The study also assessed the mediating role of physical and verbal aggression in the relationship between sexist attitudes and perceived academic achievement. Seven hundred eight Spanish adolescents participated in the study. The mean age was 13.00 (SD = 0.95; range = 12-14 years). Structural equation modelling (SEM) was used to analyse the effects among variables for boys and girls. Results showed the role of benevolent sexism and hostile sexism in perceived academic achievement, as well as the mediating role of aggression in the relationship between sexism and perceived academic achievement. Findings and implications are discussed to assess measures for establishing intervention programs and educating adolescents in a non-sexist manner.

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“…Verboom, Sijtsema, Verhulst, Penninx, & Ormel, (2014) found that biological sex plays a role in the causal relationship between depression and subsequent achievement. These authors found only for girls but not for boys a statistically significant relationship.…”

Section: Chapter IV Discussionmentioning

confidence: 99%

A meta-analysis of the longitudinal relationship between adolescent depression and academic achievement.

Buehner¹

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Longitudinal associations between depressive problems, academic performance, and social functioning in adolescent boys and girls.

Cited by 248 publications

References 54 publications

The role of goal structures and peer climate in trajectories of social achievement goals during high school.

The role of goal structures and peer climate in trajectories of social achievement goals during high school.

Sexism and Aggression in Adolescence—How Do They Relate to Perceived Academic Achievement?

A meta-analysis of the longitudinal relationship between adolescent depression and academic achievement.

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