Teacher support mediates concurrent and longitudinal associations between temperament and mild depressive symptoms in sixth grade

Rudasill, Kathleen Moritz; Pössel, Patrick; Black, Stephanie Winkeljohn; Niehaus, Kate

doi:10.1080/03004430.2013.821610

Cited by 12 publications

(17 citation statements)

References 48 publications

(52 reference statements)

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“…The results of the present study confirmed the existence of a link between interpersonal relationships, social support, and depressive symptoms—a connection that has been demonstrated in many previous studies (e.g., Desjardins & Leadbeater, ; Ehrlich et al., ; Pössel et al., ; Rudasill et al., ). Additionally, differences were revealed in the contributions of the different types of interpersonal relationships, and the effect of interpersonal relationships in school on depressive symptoms may be mediated by perceived social support.…”

Section: Discussionsupporting

confidence: 92%

“…For example, a 2‐year longitudinal study showed that perceived social support was an important predictor of depressive symptoms in adolescence (Stice, Ragan, & Randall, ). More specifically, perceived social support from parents, classmates, and especially close friendships were inversely correlated with the level of depressive symptoms (Eisman, Stoddard, Heinze, Caldwell, & Zimmerman, ; Rudasill, Pössel, Winkeljohn Black, & Niehaus, ). It implied that enhanced social support might alleviate depressive symptoms.…”

mentioning

confidence: 99%

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Protective factors for depressive symptoms in adolescents: Interpersonal relationships and perceived social support

et al. 2017

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The association between interpersonal relationships, perceived social support, and depressive symptoms in adolescents was investigated in the present study. The Center for Epidemiologic Studies Depressive Symptoms Scale (CES-D-SF), Multidimensional Scale of Perceived Social Support (MSPSS), and Interpersonal Relationship Scale (IRS) were administered to 1,573 high school students. There were four main findings: all three types of interpersonal relationships (same-sex peer, opposite-sex peer, and teacher-student relationship) and perceived social support had direct effects on depressive symptoms; perceived social support was a mediator in the relationship between interpersonal relationships and depressive symptoms; gender differences were present in the relationship between interpersonal relationships and depressive symptoms; and the three types of interpersonal relationships exerted different effects on depressive symptoms between adolescent boys and girls.Same-sex relationships exerted the strongest effect on depressive symptoms among girls, whereas teacher-student relationships exerted the strongest effect among boys.

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Section: Discussionsupporting

confidence: 92%

mentioning

confidence: 99%

Protective factors for depressive symptoms in adolescents: Interpersonal relationships and perceived social support

et al. 2017

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“…Within grade three 3 only, a negative cross-time association between depressive symptoms and teacher involvement was found as well, suggesting that teachers' involvement may decrease across time when they view a student as more depressed. In addition, results from another longitudinal study among upper elementary graders (Rudasill, Pössel, Winkeljohn Black, & Niehaus, 2014) indicated that student-perceived teacher support and teacher-perceived closeness and conflict predicted depressive symptoms in grade 6. Moreover, conflict in the student-teacher relationship was found to mediate the positive association between students' emotional reactivity and depressive symptoms.…”

Section: Emotional Problemsmentioning

confidence: 99%

Student–teacher relationships in elementary school: The unique role of shyness, anxiety, and emotional problems

Zee

Roorda

2018

Learning and Individual Differences

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This study explored the unique contributions of students' self-reported internalizing behaviors (shyness, anxiety, and emotional problems) to teachers' perceptions of the quality of student-teacher relationships (closeness, conflict, and dependency). In total, 269 third-to-sixth grade students (50.9% girls) and 35 teachers (74.7% females) from 8 Dutch regular elementary schools participated in this study. Teachers filled out questionnaires about their background characteristics and the affective quality of their relationship with individual students, and students answered questions about their demographics and internalizing behaviors. Multilevel models revealed significant negative associations of student-perceived shyness with teacher-perceived closeness and conflict in the student-teacher relationship. Additionally, students' anxiety was positively associated with conflict and dependency in the relationship. Students' emotional problems, however, were not associated with student-teacher relationship quality. These findings suggest that different types of internalizing student behavior may play a differential role in the quality of the student-teacher relationship.

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“…Several studies indicated that poor peer integration and poor teacherstudent relationships were associated with high levels of depressive symptoms in students (Gooren et al 2011;Raufelder 2014;Zetterström Dahlqvist, Landstedt, and Gillander Gådin 2012;Zimmer-Gembeck, Hunter, and Pronk 2007). Longitudinal research has identified problems in peer integration and a low quality of teacher-student relationship as predictors of depression (Landstedt, Hammarström, and Winefield 2015;Rudasill et al 2014;van Lier and Koot 2010).…”

mentioning

confidence: 99%

Peer integration, teacher-student relationships and the associations with depressive symptoms in secondary school students with and without special needs

Schwab

Rossmann

2019

Educational Studies

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Teacher support mediates concurrent and longitudinal associations between temperament and mild depressive symptoms in sixth grade

Cited by 12 publications

References 48 publications

Protective factors for depressive symptoms in adolescents: Interpersonal relationships and perceived social support

Protective factors for depressive symptoms in adolescents: Interpersonal relationships and perceived social support

Student–teacher relationships in elementary school: The unique role of shyness, anxiety, and emotional problems

Peer integration, teacher-student relationships and the associations with depressive symptoms in secondary school students with and without special needs

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