Protective Associations of School Connectedness with Risk of Depression in Nova Scotia Adolescents

Langille, Don; Rasic, Daniel; Kisely, Steve; Flowerdew, Gordon; Cobbett, Shelley

doi:10.1177/070674371205701208

Cited by 28 publications

(27 citation statements)

References 35 publications

(57 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Depression was measured using an 8‐item version of the Center for Epidemiological Studies Depression Scale (CES‐D; range 0 to 24, Cronbach's alpha for this sample = 0.91) with a higher score signifying increased depressive symptoms, using a cut point of 7 or above to indicate a higher risk of being depressed over the previous 7 days . Though this shortened CES‐D was initially developed for use in older women, it has been used in other studies of adolescent behaviors in both genders and results are comparable to prevalence estimates in adolescents using the full 20‐item CES‐D and a 12‐item version …”

Section: Methodsmentioning

confidence: 99%

Sex Differences in Associations of School Connectedness With Adolescent Sexual Risk‐Taking in Nova Scotia, Canada

Langille¹,

Asbridge²,

Azagba³

et al. 2014

Journal of School Health

Self Cite

View full text Add to dashboard Cite

These results demonstrate that gender differences may exist for associations of school connectedness and sexual risk behaviors; connectedness may be more important for boys than for girls in this area of adolescent health. Educators should consider gender differences when designing interventions to maximize youth sexual health through school-based interventions. Further research on school connectedness and risk-taking should examine genders separately.

show abstract

Section: Methodsmentioning

confidence: 99%

Sex Differences in Associations of School Connectedness With Adolescent Sexual Risk‐Taking in Nova Scotia, Canada

Langille¹,

Asbridge²,

Azagba³

et al. 2014

Journal of School Health

Self Cite

View full text Add to dashboard Cite

show abstract

“…The depression score was dichotomized at a cut point of 7 or above to indicate a higher risk of being depressed [40]. This 8-item version of the CES-D has been used previously to assess depressive symptoms in adolescents, [41,42] and results are comparable to prevalence estimates in adolescents using the full 20-item CES-D and a 12- item versions [43,44]. While the CES-D measures elevated depressive symptoms in the past week, assessments of test-retest reliability show moderate to strong correlations at three and six months after initial testing [45,46].…”

Section: Methodsmentioning

confidence: 99%

Elevated depressive symptoms and adolescent injury: examining associations by injury frequency, injury type, and gender

et al. 2014

Self Cite

View full text Add to dashboard Cite

BackgroundKey risk factors for adolescent injury have been well documented, and include structural, behavioural, and psychosocial indicators. While psychiatric distress has been associated with suicidal behaviour and related self-harm, very little research has examined the role of depression in shaping adolescent injury. This study examines the association of elevated depressive symptoms with injury, including total number of injuries and injury type. Gender differences are also considered.MethodsData were drawn in 2010–11 from a representative sample of 2,989 high school students (14 to18 years of age) from Nova Scotia, Canada. Self-reported injury outcomes were examined using the 17-item Adolescent Injury Checklist, which captures past six-month injuries. Elevated depressive symptoms were assessed using the Centers for Epidemiological Studies Depression scale. Associations of elevated depressive symptoms with total number of injuries were estimated with negative binomial regression, while associations with specific injury types were estimated with logistic regression. Analyses were conducted in 2012.ResultsAdolescents with elevated depressive symptoms experienced a 40% increase in the total number of injury events occurring in the past six months. The association of elevated depressive symptoms with injury was consistent across injury type; violence-related (OR 2.21, 95% CI 1.61 to 3.03), transport-related (OR 1.53, 95% CI 1.10 to 2.13), and unintentional injuries (OR 1.65, 95% CI 1.20 to 2.27). Gender differences were also observed.ConclusionElevated depressive symptoms play a role in shaping adolescent injury. Interventions aimed at reducing adolescent injury should look to minimize psychosocial antecedents, such as poor mental health, that put adolescents at an elevated risk.

show abstract

“…Bond, 2007;Gillen-O'Neel & Fuligni, 2013;Crespo, Jose, Kielpikowski, & Pryor, 2013;Upadyaya & Salmela-Aro, 2013). Correspondingly, a low sense of belonging has been shown to be associated with an increased risk of dropping out and health problems (Bond et al, 2007;De Witte, Cabus, Thyssen, Groot, & Maassen van den Brink, 2013;Korhonen, Linnanmäki, & Aunio, 2013;Langille, Rasic, Kisely, Flowerdew, & Cobbett, 2012;Lester, Waters, & Cross, 2013).…”

Section: School Belonging As a Sense Of Membershipmentioning

confidence: 99%

Enhancing students’ sense of belonging through school celebrations: A study in Finnish lower-secondary schools

Niemi¹,

Hotulainen²

2015

IJRSE

View full text Add to dashboard Cite

The notion of school belonging refers to the sense of membership and relatedness individual students feel with the other students and with the teachers at their school. Educational and psychological studies carried out in various contexts have shown that students' sense of school belonging is associated with several academic and non-academic outcomes, such as students' motivation to learn, level of academic achievement, and general future orientation. However, one of the major gaps in school belonging studies is the lack of connections between theoretical studies and actual school practice. There is an international need to gain a better understanding of the factors affecting students' sense of belonging in schools. To deepen our knowledge of how schools can better promote students' sense of school belonging at the whole-school level, this study focuses on school celebrations. The study consists of a statistical survey questionnaire conducted at three Finnish lower-secondary schools during the 2013-2014 academic year. To analyze the data and test the methodological hypotheses, we used a structural equation model (SEM). The findings of this study show that students' socio-emotional and educational experiences of school celebrations are positively related to their sense of school belonging. The study also shows the notable role of peer relationships in shaping students' social and emotional experiences of these events. The findings highlight the need for educational researchers, curriculum makers, and practitioners to pay more attention to the social, emotional, and educational content that school celebrations provide for students.

show abstract

Protective Associations of School Connectedness with Risk of Depression in Nova Scotia Adolescents

Cited by 28 publications

References 35 publications

Sex Differences in Associations of School Connectedness With Adolescent Sexual Risk‐Taking in Nova Scotia, Canada

Sex Differences in Associations of School Connectedness With Adolescent Sexual Risk‐Taking in Nova Scotia, Canada

Elevated depressive symptoms and adolescent injury: examining associations by injury frequency, injury type, and gender

Enhancing students’ sense of belonging through school celebrations: A study in Finnish lower-secondary schools

Contact Info

Product

Resources

About