PCN Rep. 2025 Jul 1;4(3):e70141. doi: 10.1002/pcn5.70141. eCollection 2025 Sep.
ABSTRACT
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.
PMID:40606211 | PMC:PMC12213602 | DOI:10.1002/pcn5.70141
