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

  • Yang Yue University of South Carolina
DOI: https://doi.org/10.18357/ijcyfs82201717758
Keywords: teacher support, school connectedness, school SES, depressive symptoms, Chinese children

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.

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Published
2017-08-25
How to Cite
Yue, Y. (2017). THE IMPACT OF POSITIVE SCHOOL EXPERIENCES AND SCHOOL SES ON DEPRESSIVE SYMPTOMS IN CHINESE CHILDREN: A MULTILEVEL INVESTIGATION. International Journal of Child, Youth and Family Studies, 8(2), 37-58. https://doi.org/10.18357/ijcyfs82201717758
Issue
Vol. 8 No. 2 (2017)
Section
Articles

Copyright (c) 2017 Yang Yue

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