Evidence map›Paper›PMID 41838273›Full record

ArticleResearch on child and adolescent psychopathology2026

Depression and Social-Behavioral and Academic Functioning among Early Adolescents: The Role of Classroom Context.

Xinyin Chen, Jiaxi Zhou, Dan Li, Junsheng Liu, Tong Zhou

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In one paragraph

Article in Research on child and adolescent psychopathology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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0citing papers in PubMed
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1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

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Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

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0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

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PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Xinyin ChenHuman Development-Quantitative Methods Division, Graduate School of Education, University of Pennsylvania, 3700 Walnut St., Philadelphia, PA, 19104-6216, USA. xinyin@upenn.edu.ORCID 0009-0009-2613-1352
Jiaxi ZhouHuman Development-Quantitative Methods Division, Graduate School of Education, University of Pennsylvania, 3700 Walnut St., Philadelphia, PA, 19104-6216, USA.
Dan LiSchool of Psychology, Shanghai Normal University, Shanghai, China.
Junsheng LiuSchool of Psychology and Cognitive Science, East China Normal University, Shanghai, China.
Tong ZhouSchool of Psychology, Shanghai Normal University, Shanghai, China.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Social context plays an important role in shaping the development of socioemotional functioning. This one-year longitudinal study examined the moderating effects of classroom peer acceptance of students with depression (CPASWD) on relations between individual depression and adjustment among early adolescents. Participants in this study were students (N = 2,153; 1,088 boys), initially in fifth grade (Mage = 11 years), in elementary schools in China. Data on depression, peer preference, and social and school adjustment were obtained from multiple sources including self-reports, peer nominations, teacher ratings, and school records. Multilevel analysis revealed that depression was negatively associated with later social competence and academic achievement and positively associated with later behavioral problems in classrooms with lower CPASWD but the associations were nonsignificant or weaker in classrooms with higher CPASWD. The results suggest that CPASWD served as a protective factor that buffered against the development of further adjustment difficulties of adolescents with depressive symptoms. The study indicates the significance of classroom context for psychopathological development.

Indexed as

Academic SuccessAdolescent BehaviorDepressionSocial AdjustmentSocial BehaviorSocial EnvironmentSocial SkillsStudentsAdolescentChildChinaFemaleHumansLongitudinal StudiesMalePeer GroupAdolescents’ developmentClassroom contextDepressionSocial-behavioral and academic functioning

Identifiers

PMID41838273
PMCPMC12992467

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.