کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
346084 | 617800 | 2013 | 8 صفحه PDF | دانلود رایگان |
While research has established that depression interferes with academic achievement, less is understood about the processes by which social relationships may buffer the relationship between depression and academic outcomes. In this study we examined the role of positive relationships in the school, family and peer contexts in the association between depressive symptoms and academic achievement among 894 adolescents aged 12–17 years living in Santiago, Chile. Depressive symptoms were associated with lower levels of academic achievement; parental monitoring, school belonging, positive mother relationships, and having academically inclined peers moderated this relationship, though some interactions differed by sex and age. Implications for promoting the academic success of adolescents experiencing depressive symptoms are discussed.
► We examine the relation between depression and school achievement among Chilean youth.
► Social relations in school, family and peer contexts are tested as protective factors.
► Mother relationship and school belonging moderate the association for younger youth.
► Mother relationship and academically inclined peers moderate the association for boys.
Journal: Children and Youth Services Review - Volume 35, Issue 4, April 2013, Pages 618–625