Presenter(s)

• Skye Taylor, Graduate Student

Abstract

In this study, we examined the link between depression severity and high school students’ thoughts, attitudes, and beliefs about school. Depression and students’ thoughts, attitudes, and beliefs have been found to be significantly related in the research literature, but there is currently a gap in detailing how this relationship changes with varying degrees of depression severity. In a sample of 457 (68.7% female) high school students , we examined how the students’ thoughts, attitudes, and beliefs were related to their depression scores. A correlation analysis revealed a negative relationships between depressive symptom severity and the academic psychosocial perceptions investigated (i.e., academic motivation, academic self-efficacy, hope, self-concept, belonging, and academic importance). A Pearson’s correlation coefficient was computed to assess the relationship between a depression severity of a student and the student’s perceived academic psychosocial perceptions. There was a statistically significant correlation was found between the depression severity and all academic psychosocial perceptions. The student’s academic psychosocial perceptions appeared to be associated with their depression severity ratings. These results highlight the significance of depression in adolescent students. This study contributes to research aimed at understanding the mental health of adolescents. In conclusion, potential implications of this research suggest identifying potential intervention and prevention programs to help students, cultivate a supportive and positive environment for students and staff, and help schools identify at-risk students through screening.