ArticleEuropean child & adolescent psychiatry2022
Longitudinal associations among academic achievement and depressive symptoms and suicidal ideation in elementary schoolchildren: disentangling between- and within-person associations.
Article in European child & adolescent psychiatry, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers, 1 of them a synthesis that pooled it.
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Who cites it
10 citing papers in PubMed, 1 synthesis or guideline pooled it, 21 citations in OpenAlex.
- Prevalence and Correlates of Suicide and Nonsuicidal Self-injury in Children: A Systematic Review and Meta-analysis.JAMA psychiatry · 2022Pooled it
- Article
- Temporal associations between bullying victimization, mental health, academic achievement, and school absences across elementary and secondary school.Scientific reports · 2026Article
- The longitudinal trajectory of learned helplessness among adolescent students: The role of parental autonomy support and control.Journal of research on adolescence : the official journal of the Society for Research on Adolescence · 2026Article
- School engagement and mental health in adolescence: longitudinal and bidirectional relationships.Pediatric research · 2026Article
- The longitudinal relation between adolescents' learning outcomes and internalizing symptoms: The role of ADHD symptoms.PloS one · 2026Article
- Associations between academic achievement and internalizing disorders in Swedish students aged 16 years between 1990 and 2018.European child & adolescent psychiatry · 2025Article
- A longitudinal study of adolescent pathways differentiating suicide ideation and attempt in early adulthood.Journal of adolescence · 2025Article
- Preteen Suicidal Ideation and Adolescent Academic Well-Being Among Child Welfare-involved Youth.School mental health · 2025Article
- Longitudinal Associations Between Interpersonal Distrust and Social Aggression During College: Disentangling the Within-Person Process from Stable Between-Person Differences.Journal of youth and adolescence · 2024Article
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Authors and funding
3 authors at 2 institutions in 2 countries.
Funding
Abstract
Prior cross-sectional and unidirectional longitudinal research has investigated the associations among academic achievement, depressive symptoms, and suicidal ideation without distinguishing between-person effects from within-person effects. Our study aimed to examine the longitudinal relations among academic achievement, depressive symptoms, and suicidal ideation in a sample of elementary school children at the within-person level using cross-lagged panel models (CLPMs) and random intercept cross-lagged panel models (RI-CLPMs). Also, multiple models replicated these findings by using three measures of academic achievement (i.e., objective academic achievement, subjective academic achievement, and teacher-assigned academic achievement). A sample of 715 Chinese elementary schoolchildren completed self-report measures of subjective academic achievement, depressive symptoms, and suicidal ideation on five occasions, using 6-month intervals. Objective academic achievement data were obtained from school records and teacher-assigned academic achievement data were reported by teachers. The results showed that: (a) In CLPMs, objective academic achievement negatively predicted suicidal ideation. However, RI-CLPMs supported the negative effect of suicidal ideation on objective academic achievement. (b) The CLPMs revealed reciprocal associations between subjective and teacher-assigned academic achievement and depressive symptoms, respectively. However, RI-CLPMs only provided support for the negative effect of depressive symptoms on subjective academic achievement. (c) Both the CLPMs and the RI-CLPMs showed bidirectional relations between depressive symptoms and suicidal ideation. These findings highlight that mental health problems (e.g., depressive symptoms and suicidal ideation) serve as antecedents of academic performance and that it is beneficial to distinguish between between-person and within-person effects in research informing the development of prevention and intervention programs.
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