学校享受和联系在抑郁和外化症状与学业成绩之间的关联中的作用：来自英国前瞻性队列研究的结果。
The role of school enjoyment and connectedness in the association between depressive and externalising symptoms and academic attainment: Findings from a UK prospective cohort study.
机构信息
Integrative Epidemiology Unit (IEU), University of Bristol, Bristol, United Kingdom; Population Health Science, Bristol Medical School, University of Bristol, United Kingdom.
Integrative Epidemiology Unit (IEU), University of Bristol, Bristol, United Kingdom; Population Health Science, Bristol Medical School, University of Bristol, United Kingdom.
出版信息
J Affect Disord. 2021 Dec 1;295:974-980. doi: 10.1016/j.jad.2021.08.043. Epub 2021 Sep 13.
BACKGROUND
Previous research on the relationship between children's depressive and externalising symptoms, experience of school, and academic attainment is inconclusive. The aims of this study were (i) to test bidirectional associations between children's school experience and depressive and externalising symptoms at age 10-11 and 13-14, (ii) to ascertain whether school experience age 13-14 is associated with academic attainment age 16, and (iii) to test whether school experience mediates the relationship between depressive or externalising symptoms and attainment.
METHODS
Data was used from the Avon Longitudinal Study of Parents and Children (n=6,409). A cross-lagged model was used to investigate bidirectional associations between school experience (enjoyment and connectedness) and depression and externalising at age 10-11 and 13-14. The same framework was used to test if school experience aged 13-14 mediated associations of depressive and externalising symptoms with later attainment.
RESULTS
Depressive and externalising symptoms at 10-11 were negatively associated with school connectedness (depressive: standardised β=-0.06, CI: -0.11, 0.01; externalizing: β=-0.13, CI: -0.17, -0.08), and school enjoyment at 13-14 (depressive β=-0.04, -0.08, 0.03; externalising: β=-0.08, CI: -0.13, -0.03). School enjoyment at 13-14 was positively associated with attainment at 16 (β=0.10, CI: 0.04, 0.15), and partially mediated associations between depressive and externalising symptoms at 10-11 and attainment at 16 (depressive: proportion mediated 2.2%, CI: -1.5, 5.9; externalising: proportion mediated; 4.7%, CI: 0.7, 10.1,).
LIMITATIONS
Results may be subject to residual confounding.
CONCLUSIONS
School enjoyment is a potentially modifiable risk factor that may affect educational attainment of adolescents with depressive or externalising symptoms.
背景
先前关于儿童抑郁和外化症状、学校经历与学业成绩之间关系的研究结果并不一致。本研究的目的是：（i）检验儿童在 10-11 岁和 13-14 岁时的学校经历与抑郁和外化症状之间的双向关联；（ii）确定 13-14 岁时的学校经历是否与 16 岁时的学业成绩相关；（iii）检验学校经历是否在抑郁或外化症状与学业成绩之间起中介作用。
方法
本研究使用了阿冯纵向研究父母与子女（n=6409）的数据。采用交叉滞后模型来研究 10-11 岁和 13-14 岁时的学校经历（享受和联系）与抑郁和外化症状之间的双向关联。采用相同的框架来检验 13-14 岁时的学校经历是否可以调节抑郁和外化症状与以后学业成绩之间的关联。
结果
10-11 岁时的抑郁和外化症状与学校联系呈负相关（抑郁：标准化β=-0.06，CI：-0.11，0.01；外化：β=-0.13，CI：-0.17，-0.08），13-14 岁时的学校享受与抑郁（β=-0.04，CI：-0.08，0.03；外化：β=-0.08，CI：-0.13，-0.03）。13-14 岁时的学校享受与 16 岁时的学业成绩呈正相关（β=0.10，CI：0.04，0.15），并部分中介了 10-11 岁时的抑郁和外化症状与 16 岁时的学业成绩之间的关联（抑郁：中介比例为 2.2%，CI：-1.5，5.9；外化：中介比例为 4.7%，CI：0.7，10.1）。
局限性
结果可能受到残余混杂因素的影响。
结论
学校享受是一个潜在的可改变的危险因素，可能会影响有抑郁或外化症状的青少年的教育成就。
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