Meng Xianxin, Chen Yijing, Rudasill Kathleen Moritz, Xu Lujia, Yu Delin, Harrell Danielle R
School of Psychology, Fujian Normal University, Fuzhou, China.
School of Education, Virginia Commonwealth University, Richmond, VA, USA.
J Youth Adolesc. 2025 Jun 27. doi: 10.1007/s10964-025-02212-w.
Theorists have long assumed that school connectedness and depressive symptoms influence each other in adolescence. However, previous empirical studies on the strength and direction of this relationship have yielded inconsistent results. The present study used cross-lagged modeling to meta-analyze the available longitudinal data (27 studies with 27 effects involving 57,074 participants, mean age ranging from 11.23 to 17.4 years) on the relationship between school connectedness and depressive symptoms in adolescence, and the possible moderating effects of publication and study characteristics. With prior levels of the relevant outcomes controlled for, results showed that prior school connectedness negatively predicted subsequent depressive symptoms with β = -0.07, 95% CI [-0.12, -0.02], while prior depressive symptoms also negatively predicted subsequent school connectedness with β = -0.14, 95% CI [-0.19, -0.08]. Moderation analyses showed that there was a moderating effect of publication year, study quality in the protective effect of school connectedness on depressive symptoms and a moderating effect of publication year, study quality, and culture in the debilitating effect of depressive symptoms on school connectedness. As the publication year became more recent, the effect of school connectedness on depressive symptoms decreased, and the effect of depressive symptoms on school connectedness decreased. As study quality increased, the effect of school connectedness on depressive symptoms decreased, and the effect of depressive symptoms on school connectedness decreased. As the individualism index increased, the effect of depressive symptoms on school connectedness increased. These findings suggest that the link between school connectedness and adolescence depressive symptoms is symmetrically reciprocal and robust, adding support to that explaining the reciprocal relationship necessitates integrating Self-Determination Theory and Social Development Theory within the framework of Developmental Contextualism Theory.
长期以来，理论家们一直认为，在青少年时期，学校归属感和抑郁症状会相互影响。然而，此前关于这种关系的强度和方向的实证研究结果并不一致。本研究采用交叉滞后模型，对现有的关于青少年学校归属感与抑郁症状之间关系的纵向数据（27项研究，27个效应，涉及57,074名参与者，平均年龄在11.23岁至17.4岁之间）以及出版和研究特征可能产生的调节作用进行元分析。在控制了相关结果的先前水平后，结果显示，先前的学校归属感对随后的抑郁症状有负向预测作用，β = -0.07，95%置信区间[-0.12, -0.02]，而先前的抑郁症状对随后的学校归属感也有负向预测作用，β = -0.14，95%置信区间[-0.19, -0.08]。调节分析表明，出版年份存在调节作用，研究质量在学校归属感对抑郁症状的保护作用方面存在调节作用，出版年份、研究质量和文化在抑郁症状对学校归属感的削弱作用方面存在调节作用。随着出版年份越新，学校归属感对抑郁症状的影响越小，抑郁症状对学校归属感的影响也越小。随着研究质量的提高，学校归属感对抑郁症状的影响越小，抑郁症状对学校归属感的影响也越小。随着个人主义指数的增加，抑郁症状对学校归属感的影响增加。这些发现表明，学校归属感与青少年抑郁症状之间的联系是对称的、相互的且稳健的，这进一步支持了在发展情境主义理论框架内解释这种相互关系需要整合自我决定理论和社会发展理论的观点。
