Premium
Examining academic self‐concept as a mediator of the relationship between anxiety and depression: A longitudinal study
Author(s) -
Morales Alexandra,
RodríguezMenchón Miriam,
Espada José P.,
Orgilés Mireia
Publication year - 2023
Publication title -
child and adolescent mental health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.912
H-Index - 46
eISSN - 1475-3588
pISSN - 1475-357X
DOI - 10.1111/camh.12577
Subject(s) - anxiety , psychology , mediation , longitudinal study , feeling , depression (economics) , clinical psychology , developmental psychology , depressive symptoms , mediator , protective factor , psychiatry , medicine , social psychology , pathology , political science , law , economics , macroeconomics
Background Self‐concept plays a role as a mediator in the development and maintenance of internalizing symptoms but mechanisms through which the early presence of anxiety symptoms is associated with the subsequent development of depression is unknown. The aim of this longitudinal study was to analyze the mediating role of different areas of self‐concept in the relationship between the early development of anxiety symptoms and the later appearance of depressive symptoms. Methods A longitudinal study with 3 time‐points was conducted, including baseline, 2 months and 12 months from the baseline assessment. A total of 217 children aged 8–12 years participated. Mediation analyses were conducted using PROCESS Macro for SPSS. Results Academic self‐concept (Time 2) mediated the relationship between Anxiety (Time 1) and Depression (Time 3) when controlling for children's sex and, age, baseline value of the mediator, anxiety (at Times 2 and 3), and depression (at Times 1 and 2). Children with self‐reports of higher anxiety symptoms (Time 1) presented lower Academic self‐concept (Time 2). Children who reported lower levels of Academic self‐concept and Family self‐concept (Time 2) were more likely to develop depressive symptoms (Time 3). Conclusions Feeling competent in the school environment may be considered a protective factor against the development of depression in childhood. The identification of risk factors facilitates the development and implementation of preventive programs.