Friendships play an important role in the development of school involvement and academic performance during adolescence. This study examined the interdependence of depressive symptoms, school involvement, and academic performance between adolescent same-sex friends. Using cross-sectional data, we examined whether the link between depressive symptoms and academic performance would be mediated by school involvement at the intrapersonal (actor) and interpersonal (partner) levels. Data came from 155 pairs of same-sex adolescent friends (80 boys; M(age) = 16.17, SD = 0.44). The actor-partner interdependence model was used to examine the dyadic data and mediation hypotheses. Mediated actor effects showed that adolescents who had more depressive symptoms reported lower academic performance, and such an association was mediated by their own and their friend's lower school involvement. Mediated partner effects showed that adolescents who had more depressive symptoms also had a friend with lower academic performance, and such an association was mediated by both individuals' lower school involvement. This study provided evidence to support the broader interpersonal framework for understanding school involvement and academic performance. The current findings also have potential practical implications, especially for programmes targeted at addressing adolescents' school problems.
Interdependence of depressive symptoms, school involvement, and academic performance between adolescent friends: A dyadic analysis
2015
Aufsatz (Zeitschrift)
Englisch
The validity of physical aggression in predicting adolescent academic performance
Online Contents | 2007
|Interdependence between Inventory Management and Employees’ Satisfaction
DOAJ | 2013
|Measures of Joint Performance in Dyadic Mixed-Motive Negotiations
Online Contents | 1995
|Interdependence between Logistics Activities and Information Communication Technologies (ICT)
DOAJ | 2007
|