School Engagement and the Role of Peer Victimization, Depressive Symptoms, and Rumination

2018 ◽  
Vol 39 (7) ◽  
pp. 962-992 ◽  
Author(s):  
Nicole B. Dorio ◽  
Stephanie Secord Fredrick ◽  
Michelle K. Demaray
Keyword(s):  
Depressive Symptoms ◽  
Middle School Students ◽  
Peer Victimization ◽  
School Engagement ◽  
Self Report ◽  
Depression Symptoms ◽  
School Students ◽  
Eighth Grade Students ◽  
Association Data

The purpose of the current study was to explore the association between peer victimization and school engagement and the indirect effects of rumination and depressive symptoms in this association. Data on middle school students’ victimization experiences, school engagement, rumination, and depressive symptoms were collected from 887 sixth- through eighth-grade students utilizing self-report measures. Results indicated for both boys and girls a significant negative association between peer victimization and school engagement. Furthermore, a significant indirect effect of rumination and depression symptoms was evident for both boys and girls, but these effects were more robust for girls. Furthermore, the direct relation between depressive symptoms and school engagement was stronger for girls. Implications of these findings are discussed.

scholarly journals Maternal depressive symptoms and children's academic performance: sex differences in the mediating role of school experiences

2020 ◽  
pp. 1-10
Author(s):  
Marilyn N. Ahun ◽  
Lamprini Psychogiou ◽  
Frédéric Guay ◽  
Michel Boivin ◽  
Richard E. Tremblay ◽  
...  
Keyword(s):  
Sex Differences ◽  
Depressive Symptoms ◽  
Peer Victimization ◽  
School Engagement ◽  
School Experiences ◽  
Maternal Depressive Symptoms ◽  
Reading And Writing ◽  
Mediating Role ◽  
Writing Scores

Abstract Background Maternal depressive symptoms (MDSs) are negatively associated with children's academic performance, with stronger effects sometimes reported in boys. However, few studies have tested the mechanisms of this association. We examined the mediating role of school engagement and peer victimization in this association and tested for sex differences. Methods Participants were 1173 families from a population-based longitudinal Canadian study. MDSs were self-reported annually using the Centre for Epidemiologic Studies Depression Scale (child's age: 5 months to 5 years). Data on mediators (peer victimization, cognitive, behavioral, and emotional school engagement) were reported annually from ages 6–10 by multiple informants including children, parents, and teachers using items from validated scales. Mathematics, reading, and writing exam scores at age 12 were obtained from standardized exams administered by Québec's Ministry of Education and Teaching. Structural equation modeling was used to test mediation by school experiences in boys and girls. Results Exposure to MDSs was negatively associated with mathematics, reading, and writing scores in girls and with mathematics only in boys. Cognitive and behavioral engagement significantly mediated the association between MDSs and mathematics, reading, and writing scores in girls. There were no significant mediators for boys. Conclusions Prevention and intervention strategies aiming to improve school engagement might be beneficial for daughters of mothers experiencing depressive symptoms. Further research is needed to replicate these findings and to identify the mechanisms explaining this association in boys.

Assessment of the Risks and Needs of Middle School Students: Invariance Properties Related to Gender and Ethnicity

Assessment ◽  
2021 ◽  
pp. 107319112110625
Author(s):  
Paul S. Strand ◽  
Brian F. French ◽  
Bruce W. Austin
Keyword(s):  
Middle School ◽  
Native American ◽  
Middle School Students ◽  
School Engagement ◽  
Intervention Program ◽  
School Attendance ◽  
School Personnel ◽  
Self Report ◽  
General Factor ◽  
School Students

The middle school version of the Washington Assessment of Risks and Needs of Students (msWARNS) is a self-report instrument designed for use by school personnel to identify barriers to school attendance and school success for sixth- to eighth-grade students. It measures six domains relevant to improving school outcomes that include aggression-defiance, depression-anxiety, substance use, peer deviance, home environment, and school engagement. In the present study, a bifactor S − 1 model, for which the aggression-defiance domain was the reference factor for the general factor and the other domains constituted the subfactors, had good fit and better fit than several other alternative models. Results of multigroup confirmatory factor analysis revealed invariance across different groups defined by gender and race/ethnicity (Native American, African American, Hispanic, and White), with a sample of referred middle school students ( N = 2,356; ages 10–15 years). Reliability analyses support the use of the general factor to guide decision-making, the reliable use of the depression-anxiety factor for providing additional insights, and the remaining factors for guiding communication, as part of an assessment and intervention program for middle school students.

scholarly journals Moderating Role of Health Literacy on the Association between Alexithymia and Depressive Symptoms in Middle School Students

2020 ◽  
Vol 17 (15) ◽  
pp. 5321
Author(s):  
Xianbing Song ◽  
Danlin Li ◽  
Jie Hu ◽  
Rong Yang ◽  
Yuhui Wan ◽  
...  
Keyword(s):  
Middle School ◽  
High School Students ◽  
Depressive Symptoms ◽  
Health Literacy ◽  
Middle School Students ◽  
Psychological Problem ◽  
School Students ◽  
Low Health Literacy ◽  
Moderating Role

Depression is a common psychological problem in adolescents. At present, few studies have described the moderating role of health literacy on the association between alexithymia and depressive symptoms among adolescents. The purpose of this study was to explore the relation among health literacy, alexithymia, and depressive symptoms and the moderating role of health literacy in middle school students. In December 2017, data were collected from a school in Shenyang by the convenient sampling method using a questionnaire including demographic information, health literacy, alexithymia, and depressive symptoms. A total of 1068 junior and senior high school students were selected as subjects, and 1062 valid questionnaires were retained for analysis. Logistic regression models were used to examine the association between health literacy and alexithymia with depressive symptoms. The prevalence of depressive symptoms was 48.2%, and the prevalence of alexithymia was 17.9%. Low health literacy was significantly associated with depressive symptoms (odds ratio (OR) (95% confidence interval (CI)) = 3.648 (2.493–5.338)). Alexithymia was significantly correlated with depressive symptoms (OR (95% CI) = 3.091 (2.156–4.429)). Low health literacy was related to a greater increase in the risk of depressive symptoms for students with alexithymia (OR (95% CI) = 10.566 (5.175–21.570)). The findings suggest that alexithymia and health literacy are important factors influencing depressive symptoms and health literacy has a moderating role on the association between alexithymia and depressive symptoms. Enhancing health literacy of middle school students with alexithymia may improve their mental health.

scholarly journals PERAN PELIBATAN DIRI SISWA SEBAGAI MEDIATOR DALAM HUBUNGAN ANTARA IKLIM KELAS DENGAN SIKAP KREATIF SISWA SD SEKOLAH ALAM

2017 ◽  
Vol 16 (1) ◽  
pp. 77
Author(s):  
Rafika Rahmi ◽  
Rose Mini Agus Salim
Keyword(s):  
Classroom Environment ◽  
School Engagement ◽  
Classroom Climate ◽  
Quantitative Methods ◽  
Self Report ◽  
Measuring Instruments ◽  
School Students ◽  
Grade 3 ◽  
School Activity

The aim of this study is to measure the role of student‟s school engagement as mediator in relations between classroom climate with creative attitude in nature-based school. The background of this research is the needs of creative attitude to face the challenge in the future by create the classroom climate and make the children more involved in school activity. One of the ways to increase creative attitude and school engagement is by creating the classroom climate that support the student‟s need. Nature-based school is one of alternative schools in Indonesia that creates active learning in their classroom climate that encourage students to be more engage, so therefore the students can have creative attitude. This research is done with quantitative methods and non-probability sampling methods for elementary school students from grade 3 until 5 in one of Nature Based School in Jakarta, by giving them three self report questionnaires. This research use three measuring instruments, Inventory Classroom Environment, Creativity Attitude Survey, and School Engagement Measure. Thorugh regression analysis, the results showing the positive correlation between classroom climate and school engagement (r = .373; p = .006) and creative attitude (r = .217; p = .002). Through the mediation analysis, the results indicated that school engagement had a role as full mediator in relations between classroom climate with creative attitude in nature based school elementary students. This thing define that classroom climate in nature-based school will improve student‟s creative attitude when students involved emotionally, in cognitive and behavioral in school activity.

scholarly journals Going Beyond Mathematics Anxiety in Primary and Middle School Students: The Role of Ego‐Resiliency in Mathematics

2020 ◽  
Vol 14 (3) ◽  
pp. 255-266
Author(s):  
Enrica Donolato ◽  
Enrico Toffalini ◽  
David Giofrè ◽  
Sara Caviola ◽  
Irene C. Mammarella
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Anxiety ◽  
School Students ◽  
Ego Resiliency

Father Presence and Adolescents’ Resilience: The Mediating Role of Failure Learning

2021 ◽  
pp. 003329412110296
Author(s):  
Yue Yu ◽  
Xueyan Wei ◽  
Robert D Hisrich ◽  
Linfang Xue
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Significant Positive Correlation ◽  
Mediating Effect ◽  
The Other ◽  
Mediating Effects ◽  
School Students ◽  
Mediating Role ◽  
Father Presence

In this study, we aimed to investigate the association between father presence and the resilience of adolescents, and whether failure learning mediates this association. Specifically, we obtained in-depth details on the relation between father presence and adolescents’ resilience by examining the mediating effects of four subfactors of failure learning: failure cognition, reflection and analysis, experience transformation, and prudent attempt. For this purpose, we used the questionnaire to access Chinese middle school students’ father presence, resilience, and failure learning. In total, six hundred and twenty-six valid questionnaires were collected. The results were as follows: (1) there was a significant positive correlation between father presence, failure learning, and resilience; (2) failure learning played a mediating role between father presence and adolescents’ resilience; (3) the mediating effect of experience transformation and prudent attempt (two subfactors of failure learning) between father presence and adolescents’ resilience was significant, while the mediating effect of failure cognition and reflective analysis (the other two subfactors of failure learning) was insignificant.

scholarly journals Inhibitory control mediates the interaction between serotonin transporter gene (5-HTTLPR) and peer victimization on adolescent depressive symptoms

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Xiaonan Lin ◽  
Yanmiao Cao ◽  
Linqin Ji ◽  
Wenxin Zhang
Keyword(s):  
Depressive Symptoms ◽  
Peer Victimization ◽  
Inhibitory Control ◽  
Serotonin Transporter ◽  
Serotonin Transporter Gene ◽  
Transporter Gene ◽  
Chinese Han ◽  
Mediating Role ◽  
Adolescent Depressive Symptoms

AbstractMany efforts have been devoted to investigating the effect of the interaction between the serotonin transporter gene (5-HTTLPR) and environment (G × E) on depression, but they yield mixed results. The inconsistency has suggested that G × E effects may be more complex than originally conceptualized, and further study is warranted. This study explored the association among 5-HTTLPR, peer victimization and depressive symptoms and the underlying mediating role of inhibitory control in this association. A total of 871 Chinese Han adolescents (Mage = 15.32 years, 50.3% girls) participated and provided saliva samples from which the 5-HTTLPR was genotyped. This study found that 5-HTTLPR interacted with peer victimization in predicting depressive symptoms. Adolescents carrying L allele reported more depressive symptoms than SS carriers when exposed to higher level of peer victimization. Furthermore, adolescents’ inhibitory control deficits mediated the association between 5-HTTLPR × peer victimization and depressive symptoms. These findings suggested that one pathway in which G × E may confer vulnerability to depressive symptoms is through disruptions to adolescents’ inhibitory control system.

Sign in / Sign up

Export Citation Format

Share Document