Early adolescent depression symptoms and school dropout: mediating processes involving self-reported academic competence and achievement

Quiroga, Cintia V.; Janosz, Michel; Bisset, Sherri; Morin, Alexandre J. S.

doi:10.1037/a0031524

Cited by 203Educational Outcomes and InfluencesChild and Adolescent Psychosocial and Emotional DevelopmentEducation, Achievement, and Giftedness

Early adolescent depression symptoms and school dropout: mediating processes involving self-reported academic competence and achievement

Quiroga, Cintia V., Janosz, Michel, Bisset, Sherri, Morin, Alexandre J. S.·2013·Journal of Educational Psychology

DOI 10.1037/a0031524

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Abstract

Research on adolescent well-being has shown that students with depression have an increased risk of facing academic failure, yet few studies have looked at the implications of adolescent depression in the process of school dropout. This study examined mediation processes linking depression symptoms, self-perceived academic competence, and self-reported achievement in 7th grade to dropping out of school in later adolescence. We followed 493 (228 girls and 265 boys) French-speaking adolescents from low-socioeconomic-status secondary schools in Montreal (Quebec, Canada) for 6 years. Almost 34% of participants dropped out of school during this period. Findings indicated that self-reported depression symptoms in 7th grade increased the risk of dropping out of school in later adolescence. Structural equation modeling revealed that the predictive relationship between depression symptoms and school dropout was mediated by self-perceptions of academic competence. Current findings provide support for self-perceptions of competence as mediational processes in the relationship between adolescent depression symptoms and early school leaving.

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Self-perceptions of academic competence mediated the relationship between depressive symptoms in the 7th grade and eventual school dropout.
“Quiroga et al. (2013) reported that self-perceptions of academic competence mediated the relationship between depressive symptoms in the 7th grade and eventual school dropout.”
From A hope intervention for adolescents: a randomized controlled trial delivered by paraprofessionals (2025) · cites this paper as Quiroga et al., 2013

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Authors: Quiroga, C. V., Janosz, M., Bisset, S., & Morin, A. J. S.
ORCID: Quiroga, Cintia V.
Morin, Alexandre J. S.
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 2013-05
Volume: 105
Issue: 2
Pages: 552-560
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/a0031524
OpenAlex: W2163652807
Cited by: 203
References: 72
Citations by year: 2026: 7 · 2025: 16 · 2024: 15 · 2023: 16 · 2022: 17 · 2021: 20 · 2020: 30 · 2019: 14 · 2018: 16 · 2017: 19 · 2016: 8 · 2015: 15 · 2014: 10
FWCI: 53.24
Type: journal article
Language: en
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
Research Bank (Australian Catholic University) (submittedVersion)
Funders: Social Sciences and Humanities Research Council of Canada
Fonds Québécois de la Recherche sur la Société et la Culture (2006-SE-103697)
Topics: Social Sciences › Education › Educational Outcomes and Influences
Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Keywords: adolescent depression, school dropout, academic self-efficacy, academic performance, mediation, early adolescence, low socioeconomic status, high school students, school failure

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Early adolescent depression symptoms and school dropout: mediating processes involving self-reported academic competence and achievement

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