AI Article Synopsis
- Study focused on 83 adolescents at risk for major depression and found that negative mood impacted their subjective school performance, like homework completion and class interaction.
- No significant link was identified between mood and objective school performance metrics like attendance and grades, though students with college-educated parents performed better academically.
- Qualitative interviews revealed a cycle where negative thinking caused procrastination, leading to poor performance and further negative thoughts; this highlights the need for targeted support for students with mild depressive symptoms.
Article Abstract
We examine school performance among 83 adolescents at risk for major depression. Negative mood interfered with subjective measures of school performance, including ability to do well in school, homework completion, concentrate in class, interact with peers, and going to class. No significant relationships were found for mood and objective measures of school performance (school attendance, English, and Math grades). Students with a college-educated parent had stronger performance in objective measures (school attendance and Math grades), whereas males had lower English grades. In qualitative interviews, adolescents reported that negative thinking led to procrastination, which led to poor school performance, which led to more negative thinking. Adolescents with depressive symptoms that do not meet the threshold for referral report struggles in school. Understanding the specific challenges faced by adolescents with even low levels of depressive symptoms can help school nurses, teachers, and parents identify appropriate interventions to help adolescents succeed in school.
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|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3686103 | PMC |
| http://dx.doi.org/10.1177/1059840510376515 | DOI Listing |
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