Revisiting the Link Between Depression Symptoms and High School Dropout: Timing of Exposure Matters

Dupéré, Véronique; Dion, Éric; Nault-Brière, Frédéric; Archambault, Isabelle; Leventhal, Tama; Lesage, Alain

doi:10.1016/j.jadohealth.2017.09.024

Cited by 65 publications

(46 citation statements)

References 34 publications

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“…Without appropriate services, adolescents are at increased risk for negative outcomes in high school (e.g., truancy, failing classes, and suspension/expulsion; Mitchell, Kern, & Conroy, 2019 ). Further, when compared to peers, high school students with significant depression are more than twice as likely to drop out of school (Dupéré et al, 2018 ) . Social, emotional, and behavioral issues left untreated in high school can also persist and require more intensive services in adulthood (Heflinger, Shaw, Higa-McMillan, Lunn, & Brannan, 2015 ; Torio, Encinosa, Berdahl, McCormick, & Simpson, 2015 ).…”

Section: Discussionmentioning

confidence: 99%

Confirmatory Factor Structure and Predictive Validity of the Early Identification System—Student Report in a Community Sample of High School Students

Thompson

Huang

Smith

et al. 2020

School Mental Health

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The purpose of this paper is to confirm the factor structure, examine the invariance, and investigate the predictive validity using disciplinary data for 5262 high school students who completed the Early Identification System—Student Response (EIS-SR). The development and theory of the EIS-SR is discussed along with prior work. Building off of prior factor analytic work with a separate sample, it was hypothesized the items of the EIS-SR would coalesce into seven factors representing Externalizing Behavior, Internalizing Behavior, Peer Relationship Problems, School Disengagement, Emotional Dysregulation, Attention and Academic Issues, and Relational Aggression. Furthermore, it was hypothesized that EIS-SR scores would be invariant with regard to gender and grade level. Lastly, it was hypothesized that students with high EIS-SR subscale scores would be predictive of school discipline events. Our analyses indicated the EIS-SR did fit the previously observed factor structure with the items loading on seven distinct scales. Tests for measurement invariance indicated support that the EIS-SR measured the seven factors equally well regardless of both gender and grade level. Lastly, EIS-SR subscale scores predicted spring office disciplinary referrals, both in and out of school suspensions, and attendance.

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Section: Discussionmentioning

confidence: 99%

Confirmatory Factor Structure and Predictive Validity of the Early Identification System—Student Report in a Community Sample of High School Students

Thompson

Huang

Smith

et al. 2020

School Mental Health

View full text Add to dashboard Cite

show abstract

“…Depression is a mood disorder characterized by symptoms of depressed mood, loss of interest/pleasure, fatigue/loss of energy, and diminished ability to think or concentrate for more than 2 weeks (American Psychiatric Association, 2013). In particular, adolescent school dropouts are more likely to experience depressive symptoms than those attending school (Dupéré et al., 2018). Indeed, a study of adolescents aged 13–19 years indicated that 11.2% of adolescent school dropouts reported severe levels of depressive symptoms compared with 3% among those attending school (Nair et al., 2004).…”

Section: Introductionmentioning

confidence: 99%

The long-term effects of perceived community disorder and social stigma on depressive symptoms among adolescent school dropouts using multivariate latent growth modeling

Bae

2020

School Psychology International

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The purpose of this study was to examine the long-term effects of perceived community disorder and social stigma on depressive symptoms among adolescent school dropouts. This study used 2–4 wave data of a Longitudinal Survey and Support Plan for Dropouts. Multivariate latent growth modeling indicated that social stigma was associated with greater number of depressive symptoms and had an indirect influence on depressive symptoms through self-esteem. In addition, perceived community disorder was related to greater number of depressive symptoms. Finally, self-esteem was negatively related to depressive symptoms and female adolescents reported more depressive symptoms than male adolescents. This study suggests that policy and social efforts are needed to reduce perceived community disorder and social stigma to prevent the depression in adolescent school dropouts.

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“…We emphasized this perspective in the development of the Motivation for Educational Attainment (MEA) questionnaire (Cham, Hughes, West, & Im, ). The existence of these motivational factors also can make students less vulnerable to proximal stressors that may occur during high school such as health problems, family conflict, conflict with teachers, and change of schools, which are also associated with dropping out of school (Dupéré et al., , ; Lessard et al., ).…”

mentioning

confidence: 99%

Motivation for Educational Attainment in Grade 9 Predicts High School Completion

West

Kim

Bauer

2019

Educational Measurement

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The Motivation for Educational Attainment (MEA) questionnaire, developed to assess facets related to early adolescents’ motivation to complete high school, has a bifactor structure with a large general factor and three smaller orthogonal specific factors (teacher expectations, peer aspirations, value of education). This prospective validity study investigated the utility of each factor in predicting high school dropout or completion of a general education development (GED) certificate versus completion of a high school degree. Participants were 474 (55.1% male) ethnically diverse students who were originally recruited into a larger longitudinal study in Grade 1 on the basis of academic risk. Fourteen years later, 373 had obtained a high school diploma, 15 had obtained a GED, and 86 had dropped out of high school. During their first year of Grade 9, participants were administered the MEA. Using multinomial logistic regression with high school graduation as the reference outcome and controlling for Grade 9 letter grades, reading and math test scores, gender, and ethnic/racial group status, scores on the latent general factor and the latent peer aspirations factor predicted high school dropout versus high school graduation status. Neither the general factor nor any of the three specific factors predicted GED completion versus high school graduation. Ethnicity, but not gender, moderated the associations between scores on the general factor and high school graduation versus dropout.

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Revisiting the Link Between Depression Symptoms and High School Dropout: Timing of Exposure Matters

Cited by 65 publications

References 34 publications

Confirmatory Factor Structure and Predictive Validity of the Early Identification System—Student Report in a Community Sample of High School Students

Confirmatory Factor Structure and Predictive Validity of the Early Identification System—Student Report in a Community Sample of High School Students

The long-term effects of perceived community disorder and social stigma on depressive symptoms among adolescent school dropouts using multivariate latent growth modeling

Motivation for Educational Attainment in Grade 9 Predicts High School Completion

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