Longitudinal associations between academic competence-building and depression symptoms in early adolescence / Nur Hani ZAINAL ; Xiang Ling ONG in Development and Psychopathology, 35-4 (October 2023)  

Public ISBD [article]  inDevelopment and Psychopathology > 35-4 (October 2023) . - p.2061-2072 Titre : Longitudinal associations between academic competence-building and depression symptoms in early adolescence Type de document : texte imprimé Auteurs : Nur Hani ZAINAL, Auteur ; Xiang Ling ONG, Auteur Article en page(s) : p.2061-2072 Langues : Anglais (eng) Mots-clés : academic competence-building  academic motivation  adolescents  depression  random intercepts cross-lagged panel model Index. décimale : PER Périodiques Résumé : The longitudinal associations between academic competence-building and depression symptoms were investigated among 741 early adolescents in Singapore. Extending from past studies on academic achievement and depression, the current research tested two competing hypotheses - the academic incompetence hypothesis versus the adjustment erosion hypothesis using a 3-wave longitudinal study over an academic year. The former hypothesis suggests that prior deficits in academic competence-building lead to subsequent depression symptoms, whereas the latter posits that previous depression leads to subsequent deficits in competence-building. Longitudinal associations between a higher-order competence-building factor (operationalized using multiple constituent motivational variables) and depression were examined using a random intercept cross-lagged panel model. Results indicated that within-individual decreases in competence-building prospectively predicted subsequent within-individual increases in depression symptoms, but the opposite effect was not observed. Within-individual fluctuations in competence-building also predicted end-of-year grades and teacher-reported adjustment problems. Overall, the current findings were consistent with the academic incompetence hypothesis, suggesting that interventions aimed at sustaining academic competence-building could offer protection against the worsening of depression. These results clarified the within-individual developmental dynamics between academic competence-building and depression symptoms in adolescents over time. En ligne : https://dx.doi.org/10.1017/S0954579422000694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] Longitudinal associations between academic competence-building and depression symptoms in early adolescence [texte imprimé] / Nur Hani ZAINAL, Auteur ; Xiang Ling ONG, Auteur . - p.2061-2072. Langues : Anglais (eng) in Development and Psychopathology > 35-4 (October 2023) . - p.2061-2072 Mots-clés : academic competence-building  academic motivation  adolescents  depression  random intercepts cross-lagged panel model Index. décimale : PER Périodiques Résumé : The longitudinal associations between academic competence-building and depression symptoms were investigated among 741 early adolescents in Singapore. Extending from past studies on academic achievement and depression, the current research tested two competing hypotheses - the academic incompetence hypothesis versus the adjustment erosion hypothesis using a 3-wave longitudinal study over an academic year. The former hypothesis suggests that prior deficits in academic competence-building lead to subsequent depression symptoms, whereas the latter posits that previous depression leads to subsequent deficits in competence-building. Longitudinal associations between a higher-order competence-building factor (operationalized using multiple constituent motivational variables) and depression were examined using a random intercept cross-lagged panel model. Results indicated that within-individual decreases in competence-building prospectively predicted subsequent within-individual increases in depression symptoms, but the opposite effect was not observed. Within-individual fluctuations in competence-building also predicted end-of-year grades and teacher-reported adjustment problems. Overall, the current findings were consistent with the academic incompetence hypothesis, suggesting that interventions aimed at sustaining academic competence-building could offer protection against the worsening of depression. These results clarified the within-individual developmental dynamics between academic competence-building and depression symptoms in adolescents over time. En ligne : https://dx.doi.org/10.1017/S0954579422000694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

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