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Relationship of Self-Concept, Depression, Academic Estimation, and Online Social Networking in Adolescents
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The present study investigated the relationship between academic self-concept, academic
outcome confidence, and academic estimation in depressed and non-depressed adolescents, with
a focus on gender differences. The study also included exploratory questions on online social
networking (OSN) usage. Participants (N = 66) were 9th and 10th grade students from one high
school, with 40 females and 26 males. Academic self-confidence and outcome confidence were
measured with the Student Self-Concept Scale (SSCS) and depressive symptoms were measured
with the Center for Epidemiological Studies’ Depression Scale for Children (CES-DC).
Standardized test scores and grade point average (GPA) for each student were collected directly
from school records. A researcher-created survey contained questions on diagnosis and
treatment of depression and OSN usage. Results from regression analyses indicated that there
were significant negative relationships between depressive symptoms and academic self-
confidence and academic estimation in female students. Academic outcome confidence had no
significant relationship with depression. Approximately 30 percent of the sample had scores on
the CES-DC above the cutoff for significant depressive symptoms, 35% of females and 23% of
males, and in the sample 7.5% of female students and 11.5% of male students reported receiving
treatment for depression. Eighty-five percent (85%) of students identified as depressed by the
CES-DC were not receiving any treatment. The exploratory data analysis for online social
networking found a significant positive relationship between weekly time using OSN and
depressive symptoms, irrespective of gender. There was also a significant negative correlation
between weekly time using OSN and reading standardized test scores.
Jaime R. Long - Personal Name
NONE
Information Technology
English
2012
1-87
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