The Effects of Family and School Interpersonal Relationships on Depression in Chinese Elementary School Children

The Mediating Role of Academic Stress and the Moderating Role of Self-Esteem

Dados Bibliográficos

ID15713611
AutoresJinqian Liao (0009-0009-7061-1775, Southwest University), Shuai Chen (0000-0002-4467-1274, South China Normal University), Yanling Liu (0009-0004-5866-7921), Yan‐ling Liu (0000-0003-1416-0323, Southwest University), Cheng Guo (0000-0001-7532-0824, Southwest University, autor correspondente)
Ano2024
Volume11
Fascículo3
Páginas327-327
Data de publicação2024-03-09
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoChildren (JOURNAL)
Identificadores do periódicoISSN: 2227-9067 • E-ISSN: 2227-9067
EditoraMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/children11030327
PMID38539362
OpenAlexW4392646306
IdiomaEN
Citações recebidas2
Referências citadas83

This study explores the relative contributions and psychological mechanisms of the effects of family (father-child and mother-child) and school (teacher-student and student-student) interpersonal relationships on depression in elementary school children. The participants ( n = 20,629) were elementary school children (48.19% male) aged nine to 13 years from Southwest China during the COVID-19 pandemic. They voluntarily completed questionnaires regarding parent-child, teacher-student, and student-student relationships, as well as academic stress and self-esteem. The results indicate that the effect of family interpersonal relationships on children's depression was stronger than that of school interpersonal relationships. The predictive effects of father-child and mother-child relationships on children's depression did not significantly differ; however, the effect of student-student relationships was significantly stronger than that of teacher-student relationships. Academic stress partially mediated the effect of interpersonal relationships on depression in elementary school children. The effects of family interpersonal relationships and academic stress on depression were moderated by self-esteem. These findings underscore the disparities and mechanisms pertaining to the impacts of diverse interpersonal associations on children's depression, thus signifying significant implications for the advancement of research and intervention strategies aimed at addressing this issue

Depression (economics · Developmental psychology · Interpersonal communication · Interpersonal relationship · Self-esteem · Stress (linguistics · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Family Support in Illness · Psychology · Psychosocial Factors Impacting Youth · Social Psychology