The role of social relationships in the association between adolescents' depressive symptoms and academic achievement
Maurizi, Laura K.
Granillo, M. Teresa
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Citation (published version)Laura K Maurizi, Andrew Grogan-Kaylor, M Teresa Granillo, Jorge Delva. 2013. "The role of social relationships in the association between adolescents' depressive symptoms and academic achievement." CHILDREN AND YOUTH SERVICES REVIEW, v. 35, Issue 4, pp. 618 - 625 (8). https://doi.org/10.1016/j.childyouth.2013.01.006
While research has established that depression interferes with academic achievement, less is understood about the processes by which social relationships may buffer the relationship between depression and academic outcomes. In this study we examined the role of positive relationships in the school, family and peer contexts in the association between depressive symptoms and academic achievement among 894 adolescents aged 12-17 years living in Santiago, Chile. Depressive symptoms were associated with lower levels of academic achievement; parental monitoring, school belonging, positive mother relationships, and having academically inclined peers moderated this relationship, though some interactions differed by sex and age. Implications for promoting the academic success of adolescents experiencing depressive symptoms are discussed
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