Department of Psychology, Communication Sciences and Social Work, Faculty of Educational Sciences, University of Pitesti, Romania.
Department of Psychology, University of Bucharest, Romania.
Acta Psychol (Amst). 2021 Oct;220:103420. doi: 10.1016/j.actpsy.2021.103420. Epub 2021 Sep 27.
This study examines the relationship between depression and learning problems in children, focusing on the mediating role of executive function impairments and inattention. A sample of 115 children, aged 7 to 12 years, who had difficulties in school activities, were tested over the past three years, with different measures assessed by different raters. Regression analyses were employed in analyzing the data. The psychometric tests used were Child Depression Inventory (CDI) and Conners 3rdEdition. Children with a high level of depressive symptoms have also a very high level of learning problems, executive function impairments and inattention. Executive function impairments and inattention add significant explanatory variance for learning problems in school-aged children over and above depression. Executive function impairments and inattention have a partial mediating effect on the relationship between depression and learning problems. The assessment of the executive functions and attention is an important part in the assessment of children with depression; intervention and treatment programs for depression should include components focused on executive functions and attention.
本研究探讨了儿童抑郁与学习问题之间的关系，重点关注执行功能障碍和注意力不集中的中介作用。在过去的三年中，对 115 名年龄在 7 至 12 岁之间、在学校活动中遇到困难的儿童进行了测试，不同的评估者使用不同的措施进行评估。回归分析用于分析数据。使用的心理测试是儿童抑郁量表（CDI）和康纳氏第三版。抑郁症状水平高的儿童也有非常高的学习问题、执行功能障碍和注意力不集中。执行功能障碍和注意力不集中在学龄儿童的学习问题中，除了抑郁之外，还增加了显著的解释方差。执行功能障碍和注意力不集中对抑郁与学习问题之间的关系具有部分中介作用。对执行功能和注意力的评估是评估患有抑郁症的儿童的重要组成部分；针对抑郁症的干预和治疗计划应包括专注于执行功能和注意力的部分。
