Department of Human and Social Science, University of Valle d'Aosta, Strada Cappuccini, 2/A, Aosta, Italy.
Department of Psychology, Sapienza University of Rome, Rome, Italy.
Child Psychiatry Hum Dev. 2021 Aug;52(4):571-578. doi: 10.1007/s10578-020-01043-z.
Depressive symptoms are common during adolescence. Failure at school often relates to low self-efficacy that, in turn, is associated with depressive symptoms. Several studies have supported the role of friends in counteracting depression in adolescence. The present study tested a mediation model in which the indirect effect between school achievement and depressive symptoms, mediated by perceived self-efficacy, was moderated by peer relationships at school. Self-report questionnaires were administered to 1004 adolescents aged 14 to 18 years (M = 15.5; SD = 1.2). The moderated mediation model showed that the mediation of self-efficacy in the relation between school achievement and depressive symptoms was moderated by peer relationships. Higher self-efficacy was associated to lower depressive symptoms, in particular in adolescents with more school friends. Conversely, the magnitude of this association is weaker for those with fewer school friends. Programs aimed at reducing psychological malaise should focus on fostering positive relationships among classmates.
抑郁症状在青少年中很常见。学业失败往往与自我效能感低有关，而自我效能感又与抑郁症状有关。有几项研究支持朋友在青少年抑郁中的作用。本研究检验了一个中介模型，其中学校成就和抑郁症状之间的间接效应，通过感知到的自我效能感来介导，由学校的同伴关系来调节。对 1004 名 14 至 18 岁的青少年（M=15.5；SD=1.2）进行了自我报告问卷调查。该调节中介模型表明，自我效能感在学校成就与抑郁症状之间的关系中的中介作用受到同伴关系的调节。较高的自我效能感与较低的抑郁症状相关，特别是在有更多学校朋友的青少年中。相反，对于那些朋友较少的青少年来说，这种关联的强度较弱。旨在减少心理不适的计划应侧重于促进同学之间的积极关系。
