Cadman, Tim;
Hughes, Amanda;
Wright, Caroline;
Lopez-Lopez, Jose A;
Morris, Tim;
Rice, Frances;
Smith, George Davey;
(2021)
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.
Journal of Affective Disorders
, 295
pp. 974-980.
10.1016/j.jad.2021.08.043.
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Abstract
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.
| Type: | Article |
|---|---|
| Title: | 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 |
| Location: | Netherlands |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.jad.2021.08.043 |
| Publisher version: | https://doi.org/10.1016/j.jad.2021.08.043 |
| Language: | English |
| Additional information: | © 2022 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/). |
| Keywords: | Science & Technology, Life Sciences & Biomedicine, Clinical Neurology, Psychiatry, Neurosciences & Neurology, ALSPAC, school enjoyment, school connectedness, education, depression, externalising, HUMAN-CAPITAL ACCUMULATION, ADOLESCENT MENTAL-HEALTH, BEHAVIOR PROBLEMS, LONGITUDINAL ASSOCIATIONS, CHILD, COMPETENCE, OUTCOMES, PSYCHOPATHOLOGY, QUESTIONNAIRE, DIFFICULTIES |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute > IOE - Centre for Longitudinal Studies |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10171022 |
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