Depression, School Performance, and the Veridicality of Perceived Grades and Causal Attributions

Försterling, Friedrich; Binser, Martin J.

doi:10.1177/014616702236875

Cited by 22 publications

(18 citation statements)

References 19 publications

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“…Das spricht dafür, dass erst die Diskrepanz eines späten Chronotyps mit sozialen Zeiten -und nicht ein später Chronotyp "per se" -zu Problemen führen kann. Der Zusammenhang zwischen depressiven Symptomen und depressiven Störungen mit schlechten Schulleistungen ist weiterhin gut belegt (Försterling & Binser, 2002;Fröjd et al, 2008;Minkkinen, 2014). …”

Section: Chronotyp Und Depression Bei Erwachsenenunclassified

Chronotyp und Depression bei Jugendlichen – ein Review

Keller

Zöschg

Grünewald

et al. 2016

Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapi

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Zusammenfassung. Depressive Erkrankungen gehen mit vielen Symptomen einher, die in Bezug zu einer tageszeitlichen Rhythmik und dem Schlafverhalten stehen. Die vielfältigen Zusammenhänge zwischen Schlaf, Depression und Tagesrhythmik sind nicht eindeutig geklärt. In den Forschungsarbeiten der letzten Jahre kommt dem Chronotyp eine besondere Bedeutung zu. Als biologisches Maß der inneren Uhr kann der Chronotyp – basierend auf Schlafzeiten – mit dem Munich ChronoType Questionnaire (MCTQ) bestimmt werden, als subjektive Präferenz für bestimmte Tageszeiten wird er mit dem Morningness-Eveningness-Questionnaire (MEQ) erfasst. Durch eine systematische Literaturrecherche konnten Studien identifiziert werden, die überwiegend einen Zusammenhang zwischen einem späten Chronotyp und depressiven Symptomen und depressiven Störungen zeigen. Dies ist besonders für Jugendliche relevant, da sich der Chronotyp zur Adoleszenz hin stark verändert. Bisher ist nicht geklärt, was am Zusammenhang zwischen Chronotyp und depressiver Störung Ursache und Wirkung ist und welche Faktoren als Moderator oder Mediator fungieren. Möglicherweise ist der Zusammenhang bidirektional: Einerseits ziehen sich Patienten mit depressiven Störungen häufig zurück und sind weniger Tageslicht ausgesetzt, was ihren Chronotyp später werden lässt. Andererseits führt eine Diskrepanz von Innenzeit (festgelegt durch die innere Uhr) und Außenzeit (z. B. durch Schul- und Arbeitszeiten) zu Problemen wie einer verringerten Schlafqualität und schlechteren Schulnoten, die wiederum im Zusammenhang mit Depressivität stehen können.

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Section: Chronotyp Und Depression Bei Erwachsenenunclassified

Chronotyp und Depression bei Jugendlichen – ein Review

Keller

Zöschg

Grünewald

et al. 2016

Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapi

View full text Add to dashboard Cite

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“…However, a low self-worth can obstacle social relationships with classmates by encouraging feelings of isolation and depressed behaviors. So, [29] argued the Reciprocal Effects Model (REM) in which self-worth both affects and is affected by school achievement, each leading to gains or loss in the other. Adequate levels of self-esteem promote and encourage the capacity to cope with academic tasks by employing effective study methods and actively participating in the learning process [30].…”

Section: Depression In Childrenmentioning

confidence: 99%

Depression, Anxiety at School and Self-Esteem in Children with Learning Disabilities

Alesi¹,

Rappo²,

Pepi³

2014

J Psychol Abnorm Child

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Educational research places emphasis on the fact that pupils with Learning Disabilities may develop depressive and anxiety symptoms characterized by lower levels of self-esteem.The aim of this research is to compare the levels of depression, anxiety at school and self-esteem in children with learning disabilities, mathematical disabilities and a control group who showed typical learning. The participants were 132 children (52 girls and 80 boys), with an average age of 9 years, attending the fourth grade of primary school. These pupils were selected by scores on a battery of tests commonly used in Italy for the assessment of learning disabilities. On the whole, analyses revealed that children with Learning Disabilities and Mathematical Disabilities showed higher level of depression and school anxiety as well as lower rated self-esteem at school than children with typical learning. Moreover our findings highlight the co-occurrence of depressive and anxiety symptoms in pupils with Learning Disabilities.One of the issues that emerges from this study is the need to implement prevention programs aimed at identifying at an early age high-risk children showing increased levels of depression and anxiety. Moreover, these findings highlight the importance to find which are the most appropriate educational and clinical interventions to reduce cognitive maladaptive strategies in school aged children.

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“…Several studies have found evidence to suggest that depressive symptoms impact negatively on academic achievement (Fergusson & Woodward, 2002;Forsterling & Binser, 2002) and more recently, Rothon, Head, Clark, Klineberg, Cattell & Stansfeld (2009) found psychological distress to be negatively associated with educational achievement. We, therefore, hypothesize that adolescent aspirations will be negatively affected by lower levels of psychological wellbeing.…”

Section: Introductionmentioning

confidence: 99%

The Educational and Employment Aspirations of Adolescents from Areas of High Deprivation in London

Frostick

Phillips

Renton

et al. 2015

J Youth Adolescence

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Adolescents from areas of high deprivation are often assumed to have low aspirations for the future. However, recent research has suggested otherwise and there have been calls for more substantial investigation into the relationship between poverty and aspiration. This article reports levels and variation in aspiration from 1,214 adolescents (49.5% male; 50.5% female) living in areas of high deprivation across 20 London boroughs. A strength of this study is our large and diverse population of low socio-economic status (SES) adolescents, comprising of white British (22%), black African (21%), black Caribbean (9%), Indian/Pakistani/Bangladeshi/Other Asian (24%), mixed ethnicity (9%), and 15% defining themselves as Other. Our measures indicated a high group level of reported aspiration with notable variations. Females reported higher educational (but not occupational) aspirations than males; white British students reported lower educational and occupational aspirations than other ethnic groups; and black African children reported the highest educational aspirations. Perceived parental support for education had the largest positive association with aspirations. In contrast to previous findings from studies carried out in the United States, aspirations were found to be negatively associated with perceptions of school and school peer environment. These measures explored feelings of safety, happiness and belonging within the school environment and school peer group. We discuss possible explanations for this unexpected finding within our population of adolescents from UK state schools and how it might affect future policy interventions. This study makes an important contribution to the literature on adolescent aspirations because of the unique nature of the data sample and the multiple domains of functioning and aspiration measured.

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Depression, School Performance, and the Veridicality of Perceived Grades and Causal Attributions

Cited by 22 publications

References 19 publications

Chronotyp und Depression bei Jugendlichen – ein Review

Chronotyp und Depression bei Jugendlichen – ein Review

Depression, Anxiety at School and Self-Esteem in Children with Learning Disabilities

The Educational and Employment Aspirations of Adolescents from Areas of High Deprivation in London

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