School-Based Predictors of Early Adolescent Depression

Ward, Sharon; Sylva, Judith; Gresham, Frank M.

doi:10.1007/s12310-010-9028-3

Cited by 38 publications

(32 citation statements)

References 20 publications

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“…As teachers (Ward, Sylva, & Gresham, 2010) and parents are both in an ideal position to identify adolescent problems, they should be educated in identifying and handling depressive symptoms and other psychopathology, and health professionals, especially primary care providers, should be observant to perceived school problems and psychopathology among their patients.…”

Section: Discussionmentioning

confidence: 99%

Depressive symptoms, anxiety and academic motivation in youth: Do schools and families make a difference?

Elmelid

Stickley

Lindblad

et al. 2015

Journal of Adolescence

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The aim of this longitudinal study was to examine how depressive and anxiety symptoms affect academic motivation in children, and whether school and family factors could impact academic motivation in spite of the presence of such symptoms. Included in our study were predominantly economically disadvantaged youths aged 13-15 years in a Northeastern US urban public school system. A survey was constructed from

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Section: Discussionmentioning

confidence: 99%

Depressive symptoms, anxiety and academic motivation in youth: Do schools and families make a difference?

Elmelid

Stickley

Lindblad

et al. 2015

Journal of Adolescence

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“…This negative relationship is seen for a variety of academic achievement measures, including standardized achievement tests (e.g., Herman et al 2008;Ialongo et al 1996), academic grades (e.g., Accordino et al 2000;Shahar et al 2006), and teachers' ratings (e.g., Bandura et al 1999;Ward et al 2010); however, the direction of causality in this relationship is unknown thus far (e.g., Lundy et al 2010), and recent research on this association in early adolescence is lacking (Ward et al 2010).…”

Section: Introductionmentioning

confidence: 99%

Academic Achievement and Depressive Symptoms in Low-Income Latino Youth

Zychinski

Polo

2011

J Child Fam Stud

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The Latino population in the United States is increasing rapidly, and Latino youth comprise a significant proportion of the overall school-age population. Latino youth, however, demonstrate lower levels of academic achievement. Research also indicates Latino youth consistently report higher levels of depressive symptoms. We examined the relation between academic achievement and depressive symptoms in Latino youth. We additionally investigated the potential mediating role of academic selfefficacy and goal-orientation as well as the moderating role of acculturative stress. Participants included 133 Latino students enrolled in fifth through seventh grade at an urban public elementary school. Students responded to items about their depressive symptoms, academic self-efficacy, academic orientation, and acculturative stress. Both indicators of academic performance were significantly correlated with depressive symptoms (report card grades r = -.26, p \ .01; standardized test scores r = -.21, p \ .05). As predicted, academic self-efficacy and a performanceavoidance orientation mediated this relationship. Although acculturative stress did not moderate the relationship between achievement and depression, hierarchical regression models revealed that this cultural/contextual variable combined with academic factors to account for 28-32% of the variance in depressive symptoms. We discuss the implications of these findings for clinical intervention and the education system within the US.

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“…Les jeunes souffrant de dépression en milieu scolaire sont à risque d'éprouver des difficultés tant dans leurs relations avec les pairs que sur le plan de leur fonctionnement en classe ou de leur rendement scolaire, et ils sont plus à risque de décrocher de l'école (Gagné, Marcotte et Fortin, 2011 ;Ward, Sylva et Gresham, 2010). De plus, environ 20 % de ces élèves dépressifs font des tentatives de suicide (Kessler et Walter, 1998).…”

Section: La Dépressionunclassified

La relation temporelle entre l’anxiété et la dépression dans le contexte de la transition primaire-secondaire

Richard

Marcotte

2014

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Cette étude longitudinale s’intéresse à la relation temporelle entre l’anxiété et la dépression en contexte de la transition primaire-secondaire, en examinant si la présence d’un trouble anxieux en sixième année (temps 1), soit à l’âge de 11-12 ans, augmente le risque que se développe un trouble dépressif deux ans plus tard, soit en deuxième secondaire (temps 2). Un échantillon de 146 élèves, soit 62 filles et 84 garçons (moyenne d’âge 11,22 ans) qui ont participé à cette étude. Les résultats révèlent une tendance entre la présence d’anxiété en sixième année et le développement d’un trouble dépressif en deuxième secondaire, et ce, chez les filles seulement. La présence de distorsions cognitives distingue les groupes sur le plan transversal seulement. L’analyse longitudinale s’avère non significative entre la présence de distorsions cognitives chez les élèves anxieux du temps 1 et le développement d’un trouble dépressif au temps 2. En sixième année, les élèves anxieux présentent déjà des distorsions cognitives associées à la dépression, alors que les élèves concomitants de deuxième secondaire se distinguent des élèves anxieux par la présence de distorsions cognitives de dépendance. Ces résultats démontrent l’importance d’intervenir tôt chez les élèves qui présentent un trouble anxieux et plus spécifiquement chez les filles, qui se révèlent être plus vulnérables pour ce qui est du développement de la dépression au début de l’adolescence.Depression and anxiety are among the most prevalent disorders in the adolescent population. An increase of the prevalence of these disorders is taking place during adolescence, this developmental period being experienced in synchronicity with the high school transition. Also, some studies suggested the existence of a developmental trend between the onset of anxiety and depression. This longitudinal study explored the temporal relationship between anxiety and depression during the transition from primary to high school. Goals: first, this study examined whether the presence of anxiety in grade 6 (Time 1) increases the risk of depression in grade 8 (Time 2). Then a subgroup of comorbid students, who presented anxiety and depression, was compared with a subgroup of anxious ones on the presence of cognitive distortions. It was assessed whether cognitive distortions in the anxious group in Time 1 influenced the development of comorbidity between anxiety and depression in Time 2. Method: 146 students from 12 public schools, 62 girls and 84 boys (mean = 11.22 years) participated in this study. This sub sample was drowned from a larger sample of 499 students, in a 9 years longitudinal study (2003-2012). Participants completed the questionnaire and were met for an interview at the beginning of each school year. Parents consent was obtained. In Time 1, students were divided into two subgroups, anxious and non-anxious students. At time 2, two subgroups of students were constituted, either anxious or comorbid anxious and depressed students. Depression was controlled at time 1.The Dominic Intera...

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School-Based Predictors of Early Adolescent Depression

Cited by 38 publications

References 20 publications

Depressive symptoms, anxiety and academic motivation in youth: Do schools and families make a difference?

Depressive symptoms, anxiety and academic motivation in youth: Do schools and families make a difference?

Academic Achievement and Depressive Symptoms in Low-Income Latino Youth

La relation temporelle entre l’anxiété et la dépression dans le contexte de la transition primaire-secondaire

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