A dual moderation of teacher support and gender on the association between the parent-child relationship and depression among junior high school students
10.16835/j.cnki.1000-9817.2025327
- VernacularTitle:教师支持和性别在初中生亲子关系和抑郁间的双调节效应
- Author:
LI Ailin, LIU Guangzeng, ZHU Zhengguang, LIU Chuanxing
1
Author Information
1. School of Education and Psychology, Southwest Minzu University, Chengdu 610225, Sichuan Province, China
- Publication Type:Journal Article
- Keywords:
Parent-child relations;
Depression;
Mental health;
Regression analysis;
Students
- From:
Chinese Journal of School Health
2025;46(11):1621-1624
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the association between the parent-child relationship with depression among junior high school students, as well as the dual moderating effect of teacher support and gender, so as to provide a reference for depression interventions at family, school, and individual levels.
Methods:In November 2024, a cluster sampling design was used to recruit 1 229 students from two junior high schools in Chengdu, Sichuan Province as participants. The survey employed the Interpersonal Relations Scale, the Patient Health Questionnaire-9 for depression, and the Students Perceived Teacher Support Behavior Questionnaire. Spearman s rank correlation analyses were used to examine the associations among the parent-child relationship, teacher support, gender, and depression. Through linear regression analysis, the dual moderating effects of teacher support and gender on the association between parent-child relationship and depression in middle school students were evaluated.
Results:Scores for the parent-child relationship and for teacher support among middle school students were (4.03±1.00) and (4.23±0.86), respectively, and the depression score was 1.13 (1.00, 1.63). Parent-child relationships and teacher support showed positive correlations,while both the parent-child relationship and teacher support were negatively correlated with depression among junior high school students ( r =0.25, -0.55, -0.29, all P <0.01). Linear regression analyses showed that teacher support and gender jointly moderated the association between the parent-child relationship and depression. Further simple slopes analyses revealed that the negative impact of the parent-child relationship on depression was stronger in girls, peaking under low teacher support conditions ( β =-0.61); among boys, a negative effect was also present but weaker ( β =-0.48) (both P <0.05).
Conclusion:Teacher support and gender jointly moderated the association between the parent-child relationship and depression among junior high school students; girls depression are more closely linked to the quality of the parent-child relationship, while boys are more sensitive to changes in teacher support.
