The Longitudinal Effects of School Adjustment on Depression in School-Aged Children: Focusing on Teacher-Child Relationships and School Rules

다국어 초록 (Multilingual Abstract)

This study examines the longitudinal effects of teacher-child relationships and of following school rules on depression of school-aged children, using 2nd to 4th annual datasets of a 1st-grade elementary school from Korean Children and Youth Panel Survey data. The subjects comprised 2,342 students from grade 2 to grade 4 (who became 4th graders in 2013). The latent growth model was used to examine the longitudinal causal effects of teacher-child relationships and of following school rules on perceived depression of school-aged children. The results of this study are as follows: first, the scores of “teacher-child relationships” and of “following school rules” of school-aged children decreased during the three years; however, the scores of “depression” increased. Second, “teacher-child relationships” and “following school rules” were found to have longitudinal influences on “depression” in school-aged children. Based on these findings, implications with regard to school adjustment and depression of lower-grade students in elementary school are discussed.

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