Maurizi Laura K, Grogan-Kaylor Andrew, Granillo M Teresa, Delva Jorge
University of Michigan, School of Social Work, 1080 S. University, Ann Arbor, MI 48109.
Child Youth Serv Rev. 2013 Apr;35(4):618-625. doi: 10.1016/j.childyouth.2013.01.006.
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.
虽然研究已经证实抑郁症会干扰学业成绩，但对于社会关系可能缓冲抑郁症与学业成果之间关系的过程，我们了解得还较少。在本研究中，我们调查了智利圣地亚哥894名12至17岁青少年在学校、家庭和同伴环境中的积极关系在抑郁症状与学业成绩关联中的作用。抑郁症状与较低的学业成绩相关；父母监督、学校归属感、与母亲的积极关系以及有学业倾向的同伴会缓和这种关系，不过一些相互作用因性别和年龄而异。文中还讨论了对促进有抑郁症状青少年学业成功的启示。
