Investigating schoolwork engagement and mental health of children based on structural equation modeling.

AIM: This study explored whether depression, anxiety, social support, and coping with stress are related to schoolwork engagement (SE) using structural equation modeling.

METHODS

This study investigated 798 Japanese elementary and junior high school students (4th to 9th grades) aged 9-15 years (M = 13.9 years, SD = 1.79 years). This study used the Utrecht Work Engagement Scale for Students, Patient Health Questionnaire-9 Items Modified for Adolescents, Generalized Anxiety Disorder-7, Adolescent Coping Orientation for Problem Experiences, and Social Support for Children and Adolescents.

RESULTS

SE had no significant effect on anxiety or depression and vice versa. Coping with stress had a significant positive middle effect on SE (β = 0.509, p < 0.001) and a significant positive weak effect on anxiety (β = 0.225, p < 0.001). However, it did not have a significant effect on depression. Social support had a significant positive weak effect on SE (β = 0.175, p < 0.001). Moreover, it had a significant negative middle effect on anxiety (β = -0.378, p < 0.001) and a significant negative, weak effect on depression (β = -0.133, p < 0.01).

CONCLUSION

Our study suggested that depression, anxiety, and SE have no relationship, and that strategies of coping with stress predict higher SE but also higher anxiety.