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ERIC Number: EJ1060675
Record Type: Journal
Publication Date: 2015-May
Pages: 10
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0009-3920
Depressive Symptoms in Third-Grade Teachers: Relations to Classroom Quality and Student Achievement
McLean, Leigh; Connor, Carol McDonald
Child Development, v86 n3 p945-954 May-Jun 2015
This study investigated associations among third-grade teachers' (N = 27) symptoms of depression, quality of the classroom-learning environment (CLE), and students' (N = 523, M[subscript age] = 8.6 years) math and literacy performance. teachers' depressive symptoms in the winter negatively predicted students' spring mathematics achievement. This depended on students' fall mathematics scores; students who began the year with weaker math skills and were in classrooms where teachers reported more depressive symptoms achieved smaller gains than did peers whose teachers reported fewer symptoms. teachers' depressive symptoms were negatively associated with quality of CLE, and quality of CLE mediated the association between depressive symptoms and student achievement. The findings point to the importance of teachers' mental health, with implications for policy and practice.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305H04013; R305B070074; R01HD48539; R21HD062834; P50HD052120