The Impact of Positive School Experiences and School Ses on Depressive Symptoms in Chinese Children: A Multilevel Investigation

Abstract

Abstract:The current study investigates the effects of teacher support, school connectedness, and school socioeconomic status (SES) on youth depressive symptoms. Data were collected from a sample of 881 students in Grade 6 from 10 primary schools in Northwest China. Hierarchical linear modeling indicated that higher levels of teacher support, school connectedness, and school SES were significantly associated with fewer depressive symptoms. Further, the relationships between school-level SES and youth depressive symptoms varied by the participant's perceived level of teacher support and perceived level of school connectedness. These findings underscore the importance of positive school experiences on child psychological outcomes. Implications for future research on Chinese youth are discussed.

Does Socioeconomic Status Moderate the Relationship Between School Belonging and School-Related factors in Australia?

“…Results indicated that teacher support was not as strong in reducing students' depressive symptoms for low SES schools compared to high SES schools. Cemalcilar (2010) and Yue (2017) examined concepts related to teacher support (satisfaction with teacher-student relationships) and school belonging (depression) but not those factors specifically. This highlights the need for the current study to examine whether Cemalcilar's (2010) and Yue's (2017) results extend to perceived teacher support and sense of school belonging, which, if so, would result in the association between perceived teacher support and sense of school belonging being stronger for students of a high SES compared to students of a low SES.…”

“…Cemalcilar (2010) and Yue (2017) examined concepts related to teacher support (satisfaction with teacher-student relationships) and school belonging (depression) but not those factors specifically. This highlights the need for the current study to examine whether Cemalcilar's (2010) and Yue's (2017) results extend to perceived teacher support and sense of school belonging, which, if so, would result in the association between perceived teacher support and sense of school belonging being stronger for students of a high SES compared to students of a low SES. However, there is also literature that suggests teacher support can buffer the negative experiences students of a low SES tend to face (Berkowitz et al, 2016;Croninger & Lee, 2001).…”

“…However, there is mixed and limited research regarding whether students' socioeconomic status (SES) moderates the relationship between school belonging and these schoolrelated factors (Berkowitz et al, 2016;Cemalcilar, 2010;Croninger & Lee, 2001;Yue, 2017). This study aims to extend on previous research (Berkowitz et al, 2016;Cemalcilar, 2010;Croninger & Lee, 2001;Yue, 2017) and fill the relevant gaps in the literature by exploring whether SES can moderate the relationship between school belonging and teacher support and school belonging and exposure to bullying.…”

“…1 3 60-61), is well established in the literature to be strongly influenced by teacher support and exposure to bullying Allen et al, 2018;Cunningham, 2007;Garcia-Reid, 2007;Holt & Espelage, 2003;Organisation for Economic Cooperation and Development [OECD], 2019; Wang & Holcombe, 2010). However, there is mixed and limited research regarding whether students' socioeconomic status (SES) moderates the relationship between school belonging and these schoolrelated factors (Berkowitz et al, 2016;Cemalcilar, 2010;Croninger & Lee, 2001;Yue, 2017). This study aims to extend on previous research (Berkowitz et al, 2016;Cemalcilar, 2010;Croninger & Lee, 2001;Yue, 2017) and fill the relevant gaps in the literature by exploring whether SES can moderate the relationship between school belonging and teacher support and school belonging and exposure to bullying.…”

Perilaku Komunikasi Di Sekolah Ramah Anak Kota Magelang

“…Pengalaman positif berhubungan dengan: a) dukungan dan penerimaan dari guru dan teman sebaya berupa kehangatan dan kepercayaan serta adanya komunikasi yang terbuka, b) keterhubungan sekolah yang mengacu pada aspek keterlibatan, penghormatan, penghargaan, perhatian, serta dukungan kepada individu di sekolah (Stiglbauer et al, 2013;Yue, 2017;Moeller et al, 2020), dan c) penilaian yang adil (White et al, 2018). Sedangkan mengenai pengalaman sekolah negatif dengan merujuk dari beberapa hasil penelitian (Yue, 2017) mengkategorikannya dalam bentuk: a) perlakuan tidak adil oleh guru, b) penolakan teman sebaya, c) iklim disiplin yang rendah. Di pihak lain (UNICEF, 2006;Fauziati, 2016) menuliskan pengalaman negatif yang dialami anak di sekolah berupa ancaman hukuman, penghinaan, intimidasi, kekerasan fisik, psikologis, verbal, serta bentuk perundungan lainnya.…”