Abstract
This study investigates associations between depressive problems and classroom social status in a large population cohort of Dutch early adolescents (N = 1046, age 13.52 +/- 0.51, 52.4% girls). Depressive problems were assessed by parent and self-reports and classroom status by peer nominations. We assessed peer status with respect to both achievement-related (being a good learner, being good at sports, being good-looking) and affection-related (being liked, being disliked, being best friend) areas. In boys, depressive problems were most strongly associated with not being good at sports, while in girls the association was strongest for not being liked. The risk of a low status in one area could largely be compensated by a high status in another area.
Publication types
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Research Support, Non-U.S. Gov't
MeSH terms
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Achievement
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Adolescent
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Attention Deficit and Disruptive Behavior Disorders / diagnosis
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Attention Deficit and Disruptive Behavior Disorders / epidemiology
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Attention Deficit and Disruptive Behavior Disorders / psychology
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Cohort Studies
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Comorbidity
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Depressive Disorder / diagnosis*
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Depressive Disorder / epidemiology
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Depressive Disorder / psychology
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Diagnostic and Statistical Manual of Mental Disorders
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Female
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Humans
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In Vitro Techniques
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Interpersonal Relations
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Male
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Prospective Studies
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Psychiatric Status Rating Scales / statistics & numerical data
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Psychology, Adolescent*
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Sex Factors
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Social Desirability*
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Sociometric Techniques
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Sports / psychology
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Students / psychology
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Surveys and Questionnaires