Relation between Academic Performance and Adolescents’ Depression Levels-Learning Engagement as Mediator

DOI

10.2991/978-2-38476-509-6_94How to use a DOI?

Keywords

Family Support; Learning Engagement; Depression; Mediating Effect

Abstract

With the growing concern over adolescents’ mental health and academic development, this study aimed to investigate the intricate association between middle school kids’ scholastic achievement and depression levels, while examining the potential mediating role of learning engagement in this study relationship. A cross-sectional survey was conducted using a questionnaire. among 301 middle school students from three urban and suburban schools across the country. The measurement tools included a validated Adolescent Depression Scale, a Learning Engagement Questionnaire covering behavioral, cognitive, and emotional dimensions, and academic performance was assessed using self-reported semester grades converted into standardized scores. Statistical analyses, including Pearson correlation and mediation analysis via the bootstrap method (5,000 resamples), yielded the following key findings: First, depression levels were significantly negatively correlated with academic performance and learning engagement. Second, learning engagement showed a strong positive correlation with academic performance, suggesting that more engaged students tended to achieve better grades. Third, mediation analysis revealed that academic engagement played depression levels exert an effect on scholastic achievement, partially mediated by negative academic emotions, accounting for 36.7% of the total effect. This indicates that depression not only directly impairs academic performance but also exerts an indirect influence by reducing students’ learning engagement. These discoveries contribute to a deeper Familiarizing yourself with the mechanisms that link mental health and scholastic attainment in primary and junior high school students, highlighting the importance of enhancing learning engagement as a potential intervention target to mitigate the negative impact of depression on academic performance.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Ruoxi Wang
PY  - 2025
DA  - 2025/12/15
TI  - Relation between Academic Performance and Adolescents’ Depression Levels-Learning Engagement as Mediator
BT  - Proceedings of the 2025 International Conference on Mental Growth and Human Resilience (MGHR 2025)
PB  - Atlantis Press
SP  - 847
EP  - 862
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-509-6_94
DO  - 10.2991/978-2-38476-509-6_94
ID  - Wang2025
ER  -