Early Adolescent Depression Symptoms and School Dropout: Mediating Processes Involving Self-Reported Academic Competence and Achievement

@article{Quiroga2013EarlyAD,
  title={Early Adolescent Depression Symptoms and School Dropout: Mediating Processes Involving Self-Reported Academic Competence and Achievement},
  author={Cintia V. Quiroga and Michel Janosz and Sherri L Bisset and Alexandre J. S. Morin},
  journal={Journal of Educational Psychology},
  year={2013},
  volume={105},
  pages={552-560}
}
Research on adolescent well-being has shown that students with depression have an increased risk of facing academic failure, yet few studies have looked at the implications of adolescent depression in the process of school dropout. This study examined mediation processes linking depression symptoms, self-perceived academic competence, and self-reported achievement in 7th grade to dropping out of school in later adolescence. We followed 493 (228 girls and 265 boys) French-speaking adolescents… 

Tables from this paper

Self-Competence and Depressive Symptoms in Middle-Late Adolescence: Disentangling the Direction of Effect.
TLDR
Results from autoregressive, cross-lagged path analyses indicated that depressive symptoms predicted self-Competence more consistently than self-competence predicted depressive symptoms during middle-late adolescence.
Interdependence of depressive symptoms, school involvement, and academic performance between adolescent friends: A dyadic analysis.
TLDR
Mediated actor effects showed that adolescents who had more depressive symptoms reported lower academic performance, and such an association was mediated by their own and their friend's lower school involvement.
Indicated Prevention for Depression at the Transition to High School: Outcomes for Depression and Anxiety
TLDR
The High School Transition Program (HSTP) was designed to build social and academic problem-solving skills and engagement during this period of particular vulnerability for adolescents, and suggested that students randomized to the HSTP had accelerated rate of reduction in depressive symptoms over time.
Running head: PERFECTIONISM, DEPRESSION, AND ACADEMIC ACHIEVEMENT The Longitudinal Associations Between Perfectionism, Depression, and Academic Achievement in High School Students
The longitudinal relation between perfectionism, depression, and academic achievement in high school students, along with the potential mediating effects of depression symptoms were examined.
Perceived Control Mediates the Relations between Depressive Symptoms and Academic Achievement in Adolescence
  • A. Moè
  • Psychology
    The Spanish Journal of Psychology
  • 2015
TLDR
The discussion stresses the need to take into account the strategic and motivational factors favouring learning in planning programmes to prevent and treat depressive symptoms in adolescence.
Intrinsic Religiosity and Adolescent Depression and Anxiety: The Mediating Role of Components of Self-Regulation
Intrinsic Religiosity and Adolescent Depression and Anxiety: The Mediating Role of Components of Self-Regulation Brent Black School of Family Life, BYU Master of Science This study examined the
Depressive and anxious symptoms and the risk of secondary school non-completion.
TLDR
Depressive symptoms did not predict school non-completion after adjustment, but moderation analyses revealed an association in students with elevated academic functioning, and a curvilinear association was found for anxiety.
Depressive Symptoms in Adolescence: Consequences, Mechanisms, & School-based Prevention Efforts
A substantial number of adolescents experience pronounced emotional, social, and behavioral problems during the transition from childhood to adulthood. Depressive symptoms are among the most common
Mother-Reported and Children’s Perceived Social and Academic Competence in Clinic-Referred Youth: Unique Relations to Depression and/or Social Anxiety and the Role of Self-perceptions
Abstract Depression and social anxiety symptoms and disorders are highly comorbid, and are associated with low social acceptance and academic competence. Theoretical models of both depression and
Using Internalizing Symptoms to Predict Math Achievement Among Low-Income Urban Elementary Students
Due to environmental risk factors, internalizing problems are especially common among low-income racial/ethnic minority students attending urban schools. However, relatively little is known about the
...
...

References

SHOWING 1-10 OF 77 REFERENCES
Grade Retention and Seventh-Grade Depression Symptoms in the Course of School Dropout among High-Risk Adolescents
The relationship between grade retention and adolescent depression in the course of school dropout is poorly understood. Improving knowledge of the mechanisms involving these variables would shed
Academic and emotional functioning in early adolescence: longitudinal relations, patterns, and prediction by experience in middle school.
TLDR
Adopting a motivational perspective on adolescent development, these two companion studies examined the longitudinal relations between early adolescents' school motivation, achievement, emotional functioning, and middle school perceptions using both variable- and person-centered analytic techniques.
A competency-based model of child depression: a longitudinal study of peer, parent, teacher, and self-evaluations.
TLDR
For both boys and girls, self-perceived competencies mediated the relation between competency appraisals by others and children's self-reported depression, and depression predicted change in depression scores over time.
Self-criticism and depressive symptomatology interact to predict middle school academic achievement.
TLDR
It was hypothesized and found that adolescent self-criticism and depressive symptomatology interacted to predict decreased grade point average (GPA) over time, an interaction that was found predominantly in boys.
Academic Self-concept and Educational Attainment Level: A Ten-year Longitudinal Study
The purpose of this study was to test children's academic self-concept, family socioeconomic status, family structure (single parent vs. two parent family) and academic achievement in elementary
Variations of Cognitive Distortions and School Performance in Depressed and Non-Depressed High School Adolescents: A Two-Year Longitudinal Study
The goal of this two-year longitudinal study was to examine the variations of cognitive distortions with depressive symptoms in a sample of high school students. The relationship between depressive
A Prospective Test of the Hopelessness Theory of Depression in Adolescence
Depression increases sharply during adolescence. This study prospectively investigated etiological predictions from the hopelessness theory of depression (Abramson, Metalsky, & Alloy, 1989) among a
Mental health, educational, and social role outcomes of adolescents with depression.
TLDR
There was a direct linkage in which early depression was associated with increased risk of later major depression and anxiety disorders and linkages between early depression and other outcomes appeared to reflect the effects of confounding factors.
Longitudinal Analysis of the Role of Perceived Self-Efficacy for Self-Regulated Learning in Academic Continuance and Achievement.
The present study examined the developmental course of perceived efficacy for self-regulated learning and its contribution to academic achievement and likelihood of remaining in school in a sample of
The psychosocial functioning and family environment of depressed adolescents.
TLDR
Adolescents with MDD were found to have severe difficulties in all areas and adolescents with difficulties in parent-child relations were more likely than those adolescents without problems in family relations to have difficulties in peer relations and school performance.
...
...