THE IMPACT OF POSITIVE SCHOOL EXPERIENCES AND SCHOOL SES ON DEPRESSIVE SYMPTOMS IN CHINESE CHILDREN: A MULTILEVEL INVESTIGATION

Yang Yue

Abstract


The current study investigates the effects of teacher support, school connectedness, and school socioeconomic status (SES) on youth depressive symptoms. Data were collected from a sample of 881 students in Grade 6 from 10 primary schools in Northwest China. Hierarchical linear modeling indicated that higher levels of teacher support, school connectedness, and school SES were significantly associated with fewer depressive symptoms. Further, the relationships between school-level SES and youth depressive symptoms varied by the participant’s perceived level of teacher support and perceived level of school connectedness. These findings underscore the importance of positive school experiences on child psychological outcomes. Implications for future research on Chinese youth are discussed.

Keywords


teacher support; school connectedness; school SES; depressive symptoms; Chinese children

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DOI: http://dx.doi.org/10.18357/ijcyfs82201717758



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International Journal of Child, Youth & Family Studies

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