Akiko Mizuta1, Tatsuya Noda2, Mieko Nakamura3, Asami Tatsumi4, Toshiyuki Ojima5. 1. Department of Community Health Nursing, Hamamatsu University School of Medicine, 1-20-1 Handayama, Higashi-ku, Hamamatsu, Shizuoka 431-3192, Japan. amizuta@hama-med.ac.jp. 2. Department of Public Health, Health Management and Policy, Nara Medical University, 840 Shijo-cho, Kashihara, Nara 634-8521, Japan. t-n@umin.ac.jp. 3. Department of Community Health and Preventive Medicine, Hamamatsu University School of Medicine, 1-20-1 Handayama, Higashi-ku, Hamamatsu, Shizuoka 431-3192, Japan. miekons@hama-med.ac.jp. 4. Department of Community Health Nursing, Hamamatsu University School of Medicine, 1-20-1 Handayama, Higashi-ku, Hamamatsu, Shizuoka 431-3192, Japan. atatumi@hama-med.ac.jp. 5. Department of Community Health and Preventive Medicine, Hamamatsu University School of Medicine, 1-20-1 Handayama, Higashi-ku, Hamamatsu, Shizuoka 431-3192, Japan. ojima@hama-med.ac.jp.
Abstract
BACKGROUND: Factors contributing to the relief of depression among adolescents have not been sufficiently revealed. The aim of this study was to assess the effect of teacher support on depression in adolescent students. METHODS: We conducted a self-rating questionnaire survey among 2862 junior high school students and 93 homeroom teachers in Japan. We employed binary logistic regression models, with teacher support averaged for each class as an explanatory variable and depression as an objective variable. To examine the interaction terms of class average score for teacher support by economic status, by student sex, and by grade satisfaction were estimated. RESULTS: Higher class average scores for teacher support were independently associated with lower levels of depression among adolescents (odds ratio [OR], 0.739; 95% confidence interval [CI], 0.575-0.948). Furthermore, the interaction of class average scores for teacher support with grade satisfaction was significant (p = .025). The interaction of class average score for teacher support with economic status and with student sex was not significant. CONCLUSIONS: Our findings suggest that higher class average scores for teacher support were significantly associated with lower depression. These results can help homeroom teachers enhance interventions and promote the health of their homeroom students.
BACKGROUND: Factors contributing to the relief of depression among adolescents have not been sufficiently revealed. The aim of this study was to assess the effect of teacher support on depression in adolescent students. METHODS: We conducted a self-rating questionnaire survey among 2862 junior high school students and 93 homeroom teachers in Japan. We employed binary logistic regression models, with teacher support averaged for each class as an explanatory variable and depression as an objective variable. To examine the interaction terms of class average score for teacher support by economic status, by student sex, and by grade satisfaction were estimated. RESULTS: Higher class average scores for teacher support were independently associated with lower levels of depression among adolescents (odds ratio [OR], 0.739; 95% confidence interval [CI], 0.575-0.948). Furthermore, the interaction of class average scores for teacher support with grade satisfaction was significant (p = .025). The interaction of class average score for teacher support with economic status and with student sex was not significant. CONCLUSIONS: Our findings suggest that higher class average scores for teacher support were significantly associated with lower depression. These results can help homeroom teachers enhance interventions and promote the health of their homeroom students.
Authors: Guan-Hao He; Esben Strodl; Wei-Qing Chen; Fan Liu; Alimila Hayixibayi; Xiang-Yu Hou Journal: Int J Environ Res Public Health Date: 2019-06-20 Impact factor: 3.390