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The role of social relationships in the association between adolescents' depressive symptoms and academic achievement

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  • Maurizi, Laura K.
  • Grogan-Kaylor, Andrew
  • Granillo, M. Teresa
  • Delva, Jorge

Abstract

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 12–17years 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.

Suggested Citation

  • Maurizi, Laura K. & Grogan-Kaylor, Andrew & Granillo, M. Teresa & Delva, Jorge, 2013. "The role of social relationships in the association between adolescents' depressive symptoms and academic achievement," Children and Youth Services Review, Elsevier, vol. 35(4), pages 618-625.
    • Handle: RePEc:eee:cysrev:v:35:y:2013:i:4:p:618-625
    DOI: 10.1016/j.childyouth.2013.01.006
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    References listed on IDEAS

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    1. Goodman, E., 1999. "The role of socioeconomic status gradients in explaining differences in US adolescents' health," American Journal of Public Health, American Public Health Association, vol. 89(10), pages 1522-1528.
    2. Han, Yoonsun & Grogan-Kaylor, Andrew & Bares, Cristina & Ma, Julie & Castillo, Marcela & Delva, Jorge, 2012. "Relationship between discordance in parental monitoring and behavioral problems among Chilean adolescents," Children and Youth Services Review, Elsevier, vol. 34(4), pages 783-789.
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    Cited by:

    1. Ge, Ting & Wang, Lin, 2019. "Multidimensional child poverty, social relationships and academic achievement of children in poor rural areas of China," Children and Youth Services Review, Elsevier, vol. 103(C), pages 209-217.
    2. Huang, Liang, 2021. "Bullying victimization, self-efficacy, fear of failure, and adolescents’ subjective well-being in China," Children and Youth Services Review, Elsevier, vol. 127(C).
    3. Mohammad Azhari, 2017. "Early Maladaptive Schemas and Academic Procrastination in Students: The Mediating Role of Perfectionism," International Journal of Psychological Studies, Canadian Center of Science and Education, vol. 9(4), pages 1-76, December.
    4. Chen, Runting & Huang, Yueyi & Yu, Meng, 2021. "The latent profile analysis of Chinese adolescents’ depression: Examination and validation," Children and Youth Services Review, Elsevier, vol. 125(C).

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