Jallavi Panchamia, Anamika Sinha, Apurvakumar Pandya
From Campus to Crisis: Psychological Effect of the COVID-19 Pandemic on Indian Management Students
Cureus
students define academic competence across two axes developing skills understanding mastery versus comparisons peers performance achieving goals approach versus avoiding failure avoidance aimed examine longitudinal association achievement goals adolescent depressive symptoms analysed data kindergarten recruited age 45 years born march 1999 february 2000 recruited march 2004 november 2004 baby recruited age 01 years born march 2003 february 2004 recruited march 2004 january 2005 cohorts longitudinal study australian children participants identified medicare enrolment database sampled using randomised selection stratified postcode represent australian population achievement goals measured age 1213 years achievement goal questionnaire ranges 1 7 four subscales depressive symptoms short mood feelings questionnaire score ranges 0 26 higher scores indicating severe symptoms ages 1415 years cohorts 1617 years kindergarten cohort analyses linear multilevel traditional regressions confounder adjustment participants available data exposures confounders outcome included 3200 participants 1585 female 1615 male kindergarten cohort 2671 participants 1310 female 1361 male baby cohort 1point increase masteryapproach goals associated decreased depressive symptom severity score kindergarten 033 95 ci 052 015 baby 029 054 003 1point increase masteryavoidance goals associated increased depressive symptom severity score kindergarten 035 95 ci 021 048 baby 044 025 064 1point increase performanceavoidance goals associated increased depressive symptom severity score kindergarten cohort baby cohort kindergarten 026 95 ci 011 041 baby 004 027 019 found little evidence association depressive symptom severity performanceapproach goals depressive symptoms adolescents associated achievement goals could targetable risk factors future trials investigate whether schoolbased interventions aim enhance factors consistent mastery goals ie learning skills understanding subject rather assessing competence comparison peers could prevent depression adolescents sir henry dale fellowship jointly funded wellcome trust royal society