School of Psychology and Cognitive Science, Institute of Brain and Education Innovation, East China Normal University.
J Fam Psychol. 2021 Aug;35(5):660-670. doi: 10.1037/fam0000825. Epub 2021 Mar 11.
Children of mothers with high depressive symptoms are at heightened risks for maladjustment in grade school. Yet, the process through which maternal depressive symptoms pose risks for child adjustment is not well understood. This study examined the mediating role of maternal involvement in education in the longitudinal associations between maternal depressive symptoms and children's school adjustment. Three waves of data spanning from first to fifth grades were used (N = 1,364). Depressive symptoms, maternal involvement in education, and children's internalizing and externalizing problems were reported by mothers. Teachers reported children's academic performance. Results showed that maternal depressive symptoms were negatively associated with their subsequent involvement in education. Low maternal involvement in education mediated longitudinal relations of maternal depressive symptoms to poor academic performance and internalizing problems, but not externalizing problems, in children. Results further demonstrated that the role of maternal involvement in education was independent of parental sensitivity. Findings highlighted the unique role of low maternal involvement in education in understanding the risks that maternal depressive symptoms pose on children's adjustment in grade school. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
母亲抑郁症状严重的孩子在小学阶段适应不良的风险更高。然而，母亲抑郁症状如何给孩子的适应带来风险，这一过程还不太清楚。本研究考察了母亲对教育的参与在母亲抑郁症状与儿童学校适应的纵向关联中的中介作用。研究使用了从一年级到五年级的三波数据（N=1364）。母亲报告了抑郁症状、母亲对教育的参与以及儿童的内化和外化问题。教师报告了儿童的学业成绩。结果表明，母亲的抑郁症状与她们随后对教育的参与呈负相关。低水平的母亲对教育的参与在一定程度上解释了母亲抑郁症状与儿童学习成绩差和内化问题之间的纵向关系，但与外化问题无关。研究结果进一步表明，母亲对教育的参与程度在理解母亲抑郁症状对儿童在小学阶段的适应风险方面具有独特的作用。（PsycInfo 数据库记录（c）2021 APA，保留所有权利）。
