Page 259 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 259
mental health as a risk factor for esl: diagnostics, prevention, intervention
achievement (Zhou, Main, & Wang 2010), and are more commonly reject-
ed by their peers (Flannery et al., 2007; Huesmann, 1994). Rejection by one’s
peers is significantly and consistently associated with lower connectedness
to the class, which is followed by low involvement in class and school ac-
tivities (Buhs, Ladd, & Herald 2006; Ladd, Kochenderfer, & Coleman 1997;
Wentzel & Asher 1995), which ultimately significantly predicts low academ-
ic achievement (Buhs et al., 2006; Ladd et al., 1997; Vandell & Hembree
1994) as seen in the diagram below.
Even though the depressive symptoms are not as noticeable as disrup-
tive behaviour, they have a strong impact on one’s cognitive functioning
and academic achievement. The school performance of depressed students
is largely affected by poor concentration, distractibility, insomnia and day-
time sleepiness, irritability and low self-esteem (DeSocio & Hootman,
2004; Hishinuma et al., 2012). Studies have shown that self-reported de-
pressive symptoms are negatively associated with self-reported academic
competence and achievement and that these factors can undermine school
performance (Quiroga et al., 2013). The relationship is mediated by stu-
dents’ self-perception of academic competence. Even though ESL is a com-
plex long-term process in which psychological factors (and mental health)
play an important role, the mechanisms that link depression with ESL re-
main to be elucidated in research (Quiroga et al., 2013). Quiroga and col-
leagues (Quiroga et al., 2013), for instance, established that self-reported
depression symptoms in Grade 7 increased the risk of ESL in later ado-
lescence. Depressive individuals are prone to pessimistic ways of thinking
with impaired mastery beliefs, leading them to believe they will not cope
with school (Quiroga et al., 2013). Cross-sectional studies (Assarnow et al.,
2005; Reinherz, Frost, & Pakiz, 1991) have shown that depressed youth are
more likely to interrupt schooling. Longitudinal research shows some con-
tradicting findings, namely, that depressive youth are more likely to leave
school early but, when controlled for other ESL risk factors such as low aca-
demic achievement and family background, the path was no longer signifi-
cant. It is therefore not yet clear whether depression has an effect on its own
or depression is simply a result of the accumulation of various other risk
factors (Ferguson & Woodwarth, 2002). Regarding this issue, Hishinuma
and colleagues (2012) conducted a longitudinal study and established that
depressive symptoms undermine academic success and not the other way
around, indicating that depression on its own plays a significant role in ed-
ucation underachievement (and potential ESL). Another explanation is a
259
achievement (Zhou, Main, & Wang 2010), and are more commonly reject-
ed by their peers (Flannery et al., 2007; Huesmann, 1994). Rejection by one’s
peers is significantly and consistently associated with lower connectedness
to the class, which is followed by low involvement in class and school ac-
tivities (Buhs, Ladd, & Herald 2006; Ladd, Kochenderfer, & Coleman 1997;
Wentzel & Asher 1995), which ultimately significantly predicts low academ-
ic achievement (Buhs et al., 2006; Ladd et al., 1997; Vandell & Hembree
1994) as seen in the diagram below.
Even though the depressive symptoms are not as noticeable as disrup-
tive behaviour, they have a strong impact on one’s cognitive functioning
and academic achievement. The school performance of depressed students
is largely affected by poor concentration, distractibility, insomnia and day-
time sleepiness, irritability and low self-esteem (DeSocio & Hootman,
2004; Hishinuma et al., 2012). Studies have shown that self-reported de-
pressive symptoms are negatively associated with self-reported academic
competence and achievement and that these factors can undermine school
performance (Quiroga et al., 2013). The relationship is mediated by stu-
dents’ self-perception of academic competence. Even though ESL is a com-
plex long-term process in which psychological factors (and mental health)
play an important role, the mechanisms that link depression with ESL re-
main to be elucidated in research (Quiroga et al., 2013). Quiroga and col-
leagues (Quiroga et al., 2013), for instance, established that self-reported
depression symptoms in Grade 7 increased the risk of ESL in later ado-
lescence. Depressive individuals are prone to pessimistic ways of thinking
with impaired mastery beliefs, leading them to believe they will not cope
with school (Quiroga et al., 2013). Cross-sectional studies (Assarnow et al.,
2005; Reinherz, Frost, & Pakiz, 1991) have shown that depressed youth are
more likely to interrupt schooling. Longitudinal research shows some con-
tradicting findings, namely, that depressive youth are more likely to leave
school early but, when controlled for other ESL risk factors such as low aca-
demic achievement and family background, the path was no longer signifi-
cant. It is therefore not yet clear whether depression has an effect on its own
or depression is simply a result of the accumulation of various other risk
factors (Ferguson & Woodwarth, 2002). Regarding this issue, Hishinuma
and colleagues (2012) conducted a longitudinal study and established that
depressive symptoms undermine academic success and not the other way
around, indicating that depression on its own plays a significant role in ed-
ucation underachievement (and potential ESL). Another explanation is a
259
