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<p>Social context plays an important role in shaping the development of socioemotional functioning. This one-year longitudinal study examined the moderating effects of classroom peer acceptance of students with depression (CPASWD) on relations between individual depression and adjustment among early adolescents. Participants in this study were students (<i>N </i>= 2,153; 1,088 boys), initially in fifth grade (<i>M</i>age = 11 years), in elementary schools in China. Data on depression, peer preference, and social and school adjustment were obtained from multiple sources including self-reports, peer nominations, teacher ratings, and school records. Multilevel analysis revealed that depression was negatively associated with later social competence and academic achievement and positively associated with later behavioral problems in classrooms with lower CPASWD but the associations were nonsignificant or weaker in classrooms with higher CPASWD. The results suggest that CPASWD served as a protective factor that buffered against the development of further adjustment difficulties of adolescents with depressive symptoms. The study indicates the significance of classroom context for psychopathological development. </p>

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Depression and Social-Behavioral and Academic Functioning among Early Adolescents: The Role of Classroom Context

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月16日

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  • Xinyin Chen,
  • Jiaxi Zhou,
  • Dan Li,
  • Junsheng Liu,
  • Tong Zhou

摘要

Social context plays an important role in shaping the development of socioemotional functioning. This one-year longitudinal study examined the moderating effects of classroom peer acceptance of students with depression (CPASWD) on relations between individual depression and adjustment among early adolescents. Participants in this study were students (N = 2,153; 1,088 boys), initially in fifth grade (Mage = 11 years), in elementary schools in China. Data on depression, peer preference, and social and school adjustment were obtained from multiple sources including self-reports, peer nominations, teacher ratings, and school records. Multilevel analysis revealed that depression was negatively associated with later social competence and academic achievement and positively associated with later behavioral problems in classrooms with lower CPASWD but the associations were nonsignificant or weaker in classrooms with higher CPASWD. The results suggest that CPASWD served as a protective factor that buffered against the development of further adjustment difficulties of adolescents with depressive symptoms. The study indicates the significance of classroom context for psychopathological development.