The role of school enjoyment and connectedness in the association between depressive and externalising symptoms and academic attainment: Findings from a UK prospective cohort study.
The role of school enjoyment and connectedness in the association between depressive and externalising symptoms and academic attainment: Findings from a UK prospective cohort study.
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DOI：
10.1016/j.jad.2021.08.043
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发表时间：
2021-12-01
影响因子：
6.6
通讯作者：
Howe LD
中科院分区：
文献类型：
--
作者：
Cadman T;Hughes A;Wright C;López-López JA;Morris T;Rice F;Smith GD;Howe LD
我们发现，13-14岁的学校快乐与16岁的学业成绩密切相关。在10-11岁经历抑郁或外在症状的儿童在13-14岁时不太可能享受学校生活，并感觉与教职员工有联系。我们发现，有证据表明，学校快乐在一定程度上调节了早期抑郁和外在症状与学业成绩之间的联系。这表明，孩子的上学经历可能是一个潜在的重要的可改变的风险因素，导致有心理健康问题的儿童获得低成就。以前关于儿童抑郁和外在症状、学校经历和学业成就之间的关系的研究没有定论。这项研究的目的是(I)测试10-11岁和13-14岁儿童的在校经历与抑郁和外在症状之间的双向联系，(Ii)确定13-14岁的在校经历是否与16岁的学业成绩有关，以及(Iii)测试在校经历是否在抑郁或外在症状与学业成绩之间起中介作用。数据来自雅芳父母和孩子纵向研究(n=6,409)。一个交叉滞后模型被用来调查在10-11岁和13-14岁时，学校经历(快乐和联系)与抑郁和外化之间的双向联系。同样的框架被用来测试13-14岁的在校经历是否中介了抑郁和外在症状与以后学习成绩的联系。10-11岁的抑郁和外在症状与学校联系(抑郁：标准化β=-0.06，CI：-0.11，0.01；外化：β=-0.13，CI：-0.17，-0.08)和13-14岁的学校快乐(抑郁β=-0.04，-0.08，0.03；外化：β=-0.08，CI：-0.13，-0.03)负相关。13-14岁的学校快乐与16岁的学习成绩呈正相关(β=0.10，CI：0.04，0.15)，并在10-11岁的抑郁症状和外在症状与16岁的学习成绩之间存在部分中介关系(抑郁：比例中介2.2%，CI：-1.5，5.9；外在：比例中介；4.7%，CI：0.7，10.1)。结果可能会受到残留混杂的影响。学校快乐是一个潜在的可改变的危险因素，可能会影响患有抑郁或外在症状的青少年的教育程度。
We found that school enjoyment at age 13-14 was strongly associated with academic attainment at age 16. Children experiencing depressive or externalising symptoms at age 10-11 were less likely to enjoy school and feel connected to staff and teachers at age 13-14. We found evidence that school enjoyment partially mediated the association between earlier depressive and externalising symptoms and academic attainment. This suggests that children's experience of school could be a potentially important modifiable risk factor for low attainment in children with mental health problems. Previous research on the relationship between children's depressive and externalising symptoms, experience of school, and academic attainment is inconclusive. The aims of this study were (i) to test bidirectional associations between children's school experience and depressive and externalising symptoms at age 10-11 and 13-14, (ii) to ascertain whether school experience age 13-14 is associated with academic attainment age 16, and (iii) to test whether school experience mediates the relationship between depressive or externalising symptoms and attainment. Data was used from the Avon Longitudinal Study of Parents and Children (n=6,409). A cross-lagged model was used to investigate bidirectional associations between school experience (enjoyment and connectedness) and depression and externalising at age 10-11 and 13-14. The same framework was used to test if school experience aged 13-14 mediated associations of depressive and externalising symptoms with later attainment. Depressive and externalising symptoms at 10-11 were negatively associated with school connectedness (depressive: standardised β=-0.06, CI: -0.11, 0.01; externalizing: β=-0.13, CI: -0.17, -0.08), and school enjoyment at 13-14 (depressive β=-0.04, -0.08, 0.03; externalising: β=-0.08, CI: -0.13, -0.03). School enjoyment at 13-14 was positively associated with attainment at 16 (β=0.10, CI: 0.04, 0.15), and partially mediated associations between depressive and externalising symptoms at 10-11 and attainment at 16 (depressive: proportion mediated 2.2%, CI: -1.5, 5.9; externalising: proportion mediated; 4.7%, CI: 0.7, 10.1,). Results may be subject to residual confounding. School enjoyment is a potentially modifiable risk factor that may affect educational attainment of adolescents with depressive or externalising symptoms.
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影响因子：
6.6
作者：
Kidger, Judi;Heron, Jon;Leon, David A.;Tilling, Kate;Lewis, Glyn;Gunnell, David
通讯作者：
Gunnell, David
影响因子：
13.6
作者：
Huisman, Martijn;Araya, Ricardo;Oldehinkel, Albertine J.
通讯作者：
Oldehinkel, Albertine J.
影响因子：
3.3
作者：
Burt, Keith B.;Roisman, Glenn I.
通讯作者：
Roisman, Glenn I.
影响因子：
3.5
作者：
Currie, Janet;Stabile, Mark
通讯作者：
Stabile, Mark
影响因子：
0.5
作者：
Bailey, Simon;Thomson, Pat
通讯作者：
Thomson, Pat