Does Child Likeability Mediate the Link between Academic Competence and Depressive Symptoms in Early Elementary School?

Autor/inn/en	Herman, Keith C.; Hodgson, Caroline G.; Eddy, Colleen L.; Cohen, Daniel R.; Reinke, Wendy M.; Burrell, Lori; Mcfarlane, Elizabeth C.; Duggan, Anne K.
Titel	Does Child Likeability Mediate the Link between Academic Competence and Depressive Symptoms in Early Elementary School?
Quelle	In: Child Development, 91 (2020) 2, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cohen, Daniel R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13214
Schlagwörter	Depression (Psychology); Academic Achievement; Grade 1; Elementary School Students; Correlation; Grade 3; Teacher Attitudes; Peer Acceptance; At Risk Students; Child Abuse; Parent Child Relationship; Stress Variables; Role; Intervention; Prevention; Child Development; Symptoms (Individual Disorders); Hawaii + Suchen Sie Ihr Suchwort? Schulleistung; School year 01; 1. Schuljahr; Schuljahr 01; Korrelation; School year 03; 3. Schuljahr; Schuljahr 03; Lehrerverhalten; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Rollen; Prävention; Vorbeugung; Kindesentwicklung; Psychiatrische Symptomatik
Abstract	The present study investigated the role of teacher-rated likeability as a mediator of the relation between low academic competence and depressive symptoms in elementary-aged children. Analyses focused on a sample of children at risk for child maltreatment living in Hawaii (n = 380). Structural equation modeling supported the hypothesized negative relations between academic competence in first grade and depressive symptoms in third grade controlling for correlated constructs (e.g., baseline social avoidance, parenting stress, externalizing problems, and internalizing symptoms). Teacher-rated likeability in second grade negatively mediated the effect of academic competence on depressive symptoms. Implications for understanding the role of early academic skill deficits and social judgments on risk for depressive symptoms as well as recommendations for interventions and prevention strategies are discussed. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01