@article{ref1,
title="Self-concept, social skills, and resilience as moderators of the relationship between stress and childhood depression",
journal="School mental health",
year="2018",
author="Jaureguizar, J. and Garaigordobil, M. and Bernaras, E.",
volume="10",
number="4",
pages="488-499",
abstract="The goal of this study is to explore the relationship between students' self-reported stress and teacher-informed depression, and to determine whether students' resilience, self-concept, and social skills moderate this relationship. The sample included 481 participants aged 7-10 years, with a total of 252 boys (52.4%) and 229 girls (47.6%). The participants were selected from schools in the Basque country, 59.5% from public schools (n = 286) and 40.5% from private/subsidized schools (n = 195). To measure the variables under study, we requested the teachers to complete a questionnaire on depressive symptomatology for each of their students (CDS-teacher), and the students completed another four assessment tools to evaluate their levels of stress (IECI), their self-concept (CAG), social skills (SSiS), and resilience (RSCA). We found a positive correlation between depression and school stress and a negative one between depression and intellectual self-concept, sense of control, social skills (cooperation and responsibility), and variables that make up resilience (optimism, adaptability, trust, support, and tolerance). We found that self-concept, social skills, and resilience all moderated the relationship between stress and childhood depression. The amount of variance explained in the moderation models obtained ranged from 18 to 76%. The results obtained may be useful for the design of prevention and intervention programs for childhood depression, including strengthening children's self-concept, social skills, and resilience as protective factors against depression.<p /> <p>Language: en</p>",
language="en",
issn="1866-2625",
doi="10.1007/s12310-018-9268-1",
url="http://dx.doi.org/10.1007/s12310-018-9268-1"
}