Social context in school: Its relation to adolescents’ depressive mood

Abstract

This study examined the impact of various school‐related factors on adolescents’ depressive mood, including prosocial behavior, verbal aggression, and relationships with teachers. The data used in this study were collected in the context of a larger survey on victimization in secondary schools from the French Community of Belgium. Participants were 2896 secondary school students (1520 males; 1376 females) aged 12–18 years. Results showed that for both genders, the three strongest predictors of depressive mood were age, feeling of exclusion, and verbal aggression. This study focusing on school‐related predictors of depressive mood confirmed the importance of the social context in school as a predictor of depression in both girls and boys.

Validation and effect of demographic variables on perceived quality of life by adolescents

“…The schools provide opportunities for adolescents to develop relationally, emotionally, and behaviorally in ways that often have lasting impacts on their lives (Willms, 2004). Elitism, pedagogical practices, and student-teacher relationships are some aspects of the school milieu that may have a significant impact on teenagers' well being in the school setting (Boulard et al, 2012).…”

Predictors of Stress in College Students

“…Students' psychological discomfort is reflected in several ways including depression, anxiety, stress, and sleeping disorders (Lejoyeux et al, 2011; Schraml et al, 2011; Boulard et al, 2012; Nyer et al, 2013; Petrov et al, 2014; Feld and Shusterman, 2015; Milojevich and Lukowski, 2016). This discomfort has been the subject of many investigations.…”

Revue des écrits systématiques des interactions enseignant-élèves ayant un effet négatif sur les jeunes

“…Le niveau de contrôle qu'exercent les enseignants du secondaire sur l'environnement scolaire est même corrélé avec la consommation de substances comme le tabac, l'alcool et les drogues (LaRusso et coll., 2008). Cependant, une étude contredit les autres en démontrant que les enseignants du secondaire, par leurs relations avec les élèves et leurs pratiques pédagogiques, n'ont pas d'impact sur le bienêtre des élèves (Boulard, Quertemont, Gauthier et Born, 2012).…”