Literaturnachweis - Detailanzeige
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. |
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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 |
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 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 |