Page 260 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
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ear ly school leaving: contempor ary european perspectives
link between depression and the low engagement of students. The nega-
tive emotionality that is characteristic of depressive students also impact
engagement, e.g. by lowering positive emotions towards school and there-
by diminishing the emotional component of engagement (Wang & Peck,
2013). Hishinuma and colleagues (2012) pointed out that emphasis must
be given to screening, identifying and treating depressive symptoms and
disorders, not only to reduce the ill effects but also to avoid low academic
achievement.
Figure 13. Summary of findings – internalisation disorders and ESL
Depression and anxiety are frequently comorbid (sharing the com-
mon component of negative affect with increased activation in anxiety
and decreased activation in depression (for details, see the Tripartite mod-
el of anxiety and depression, Chorpita, 2002)). Both anxiety disorders and
depressive disorders contribute to school avoidance and academic un-
derachievement (Woodworth & Fergusson, 2001). Anxiety is a cognitive,
emotional, behavioural and physiological response of an individual expe-
riencing a feeling of danger or threat, the cause of which they are not aware
of (Fonseca & Perrin, 2001). High levels of anxiety, notably where clini-
cal symptoms are expressed, interfere significantly with children’s adap-
tive functioning, social competence, peer relations and social adjustment
(Last, Hansen, & Franco, 1997; Schwartz et al., 2006), and when present in
childhood follow a chronic course, and continue into adulthood (Ialongo
et al., 1996; Kim-Cohen et al., 2003; Woodworth & Fergusson, 2001).
Anxiety is negatively correlated with educational achievement (Duchesne
& Ratalle, 2010; Normandeau & Guay, 1998) in both clinical and non-clin-
ical samples (Mazzone et al., 2007) and different age groups, i.e. at the pri-
mary and secondary levels of education (Mazzone et al., 2007). Students
260
link between depression and the low engagement of students. The nega-
tive emotionality that is characteristic of depressive students also impact
engagement, e.g. by lowering positive emotions towards school and there-
by diminishing the emotional component of engagement (Wang & Peck,
2013). Hishinuma and colleagues (2012) pointed out that emphasis must
be given to screening, identifying and treating depressive symptoms and
disorders, not only to reduce the ill effects but also to avoid low academic
achievement.
Figure 13. Summary of findings – internalisation disorders and ESL
Depression and anxiety are frequently comorbid (sharing the com-
mon component of negative affect with increased activation in anxiety
and decreased activation in depression (for details, see the Tripartite mod-
el of anxiety and depression, Chorpita, 2002)). Both anxiety disorders and
depressive disorders contribute to school avoidance and academic un-
derachievement (Woodworth & Fergusson, 2001). Anxiety is a cognitive,
emotional, behavioural and physiological response of an individual expe-
riencing a feeling of danger or threat, the cause of which they are not aware
of (Fonseca & Perrin, 2001). High levels of anxiety, notably where clini-
cal symptoms are expressed, interfere significantly with children’s adap-
tive functioning, social competence, peer relations and social adjustment
(Last, Hansen, & Franco, 1997; Schwartz et al., 2006), and when present in
childhood follow a chronic course, and continue into adulthood (Ialongo
et al., 1996; Kim-Cohen et al., 2003; Woodworth & Fergusson, 2001).
Anxiety is negatively correlated with educational achievement (Duchesne
& Ratalle, 2010; Normandeau & Guay, 1998) in both clinical and non-clin-
ical samples (Mazzone et al., 2007) and different age groups, i.e. at the pri-
mary and secondary levels of education (Mazzone et al., 2007). Students
260
