Relationship between Academic Stress and Suicidal Ideation: Testing for Depression as a Mediator Using Multiple Regression

Relations among academic stress, depression, and suicidal ideation were examined in 1,108 Asian adolescents 12-18 years old from a secondary school in Singapore. Using Baron and Kenny's [J Pers Soc Psychol 51:1173-1192, 1986] framework, this study tested the prediction that adolescent depressio...

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Bibliographic Details
Published in:Child psychiatry and human development 2006-12, Vol.37 (2), p.133-143
Main Authors: Ang, Rebecca P, Huan, Vivien S
Format: Article
Language:English
Subjects:
Achievement
Adolescent
Adolescents
Adult and adolescent clinical studies
Anxiety
Attitude - ethnology
Biological and medical sciences
Child
Child Psychology
Depression
Depression (Psychology)
Depression - diagnosis
Depression - epidemiology
Female
Foreign Countries
Humans
Male
Mediation
Medical sciences
Mood disorders
Multiple Regression Analysis
Prediction
Psychiatry
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Regression Analysis
Resistance (Psychology)
Secondary Schools
Singapore
Stress
Stress, Psychological - epidemiology
Stress, Psychological - psychology
Suicidal ideation
Suicide
Suicide, Attempted - psychology
Suicide, Attempted - statistics & numerical data
Suicides & suicide attempts
Surveys and Questionnaires
Testing
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Summary:Relations among academic stress, depression, and suicidal ideation were examined in 1,108 Asian adolescents 12-18 years old from a secondary school in Singapore. Using Baron and Kenny's [J Pers Soc Psychol 51:1173-1192, 1986] framework, this study tested the prediction that adolescent depression mediated the relationship between academic stress and suicidal ideation in a four-step process. The previously significant relationship between academic stress and suicidal ideation was significantly reduced in magnitude when depression was included in the model providing evidence in this sample that adolescent depression was a partial mediator. The applied and practical implications for intervention and prevention work in schools are discussed. The present investigation also served as a demonstration to illustrate how multiple regression analyses can be used as one possible method for testing mediation effects within child psychology and psychiatry.
ISSN:0009-398X
1573-3327
DOI:10.1007/s10578-006-0023-8