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Longitudinal associations between academic competence-building and depression symptoms in early adolescence

Published online by Cambridge University Press:  12 August 2022

Ryan Y. Hong Open the ORCID record for Ryan Y. Hong [Opens in a new window] ,
Nur Hani Zainal  and
Xiang Ling Ong
Ryan Y. Hong*
Affiliation:
Department of Psychology, National University of Singapore, Singapore, Singapore
Nur Hani Zainal
Affiliation:
Harvard Medical School – Massachusetts General Hospital, Boston, MA, USA
Xiang Ling Ong
Affiliation:
Department of Psychology, National University of Singapore, Singapore, Singapore
*
Corresponding author: Ryan Y. Hong, email: ryan.hong@nus.edu.sg
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Abstract

The longitudinal associations between academic competence-building and depression symptoms were investigated among 741 early adolescents in Singapore. Extending from past studies on academic achievement and depression, the current research tested two competing hypotheses – the academic incompetence hypothesis versus the adjustment erosion hypothesis using a 3-wave longitudinal study over an academic year. The former hypothesis suggests that prior deficits in academic competence-building lead to subsequent depression symptoms, whereas the latter posits that previous depression leads to subsequent deficits in competence-building. Longitudinal associations between a higher-order competence-building factor (operationalized using multiple constituent motivational variables) and depression were examined using a random intercept cross-lagged panel model. Results indicated that within-individual decreases in competence-building prospectively predicted subsequent within-individual increases in depression symptoms, but the opposite effect was not observed. Within-individual fluctuations in competence-building also predicted end-of-year grades and teacher-reported adjustment problems. Overall, the current findings were consistent with the academic incompetence hypothesis, suggesting that interventions aimed at sustaining academic competence-building could offer protection against the worsening of depression. These results clarified the within-individual developmental dynamics between academic competence-building and depression symptoms in adolescents over time.

Keywords

academic competence-buildingacademic motivationadolescentsdepressionrandom intercepts cross-lagged panel model
Type
Regular Article
Information
Development and Psychopathology , Volume 35 , Issue 4 , October 2023 , pp. 2061 - 2072
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Copyright
© The Author(s), 2022. Published by Cambridge University Press

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