| Project/Area Number |
24593437
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Community health/Gerontological nurisng
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| Research Institution | Hamamatsu University School of Medicine |
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Principal Investigator |
Mizuta Akiko 浜松医科大学, 医学部, 助教 (50515830)
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| Co-Investigator(Kenkyū-buntansha) |
OJIMA Toshiyuki 浜松医科大学, 医学部, 教授 (50275674)
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| Co-Investigator(Renkei-kenkyūsha) |
TATSUMI Asami 浜松医科大学, 医学部, 教授 (90298513)
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| Project Period (FY) |
2012-04-01 – 2016-03-31
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| Project Status |
Completed (Fiscal Year 2015)
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| Budget Amount *help |
¥5,200,000 (Direct Cost: ¥4,000,000、Indirect Cost: ¥1,200,000)
Fiscal Year 2014: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
Fiscal Year 2013: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
Fiscal Year 2012: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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| Keywords | 教員サポート / 抑うつ / 思春期 / クラス / 学校 / 先生サポート / 先生のサポート / 中学生 / サポート / 地域環境 / 家族 |
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| Outline of Final Research Achievements |
The aim of this study was to assess the effect of teacher support on depression in junior high school students. We conducted a self-rating questionnaire survey. Analysis samples were among 2,780 students and 93 homeroom teacher. We employed binary logistic regression models, with teacher support averaged for each class as an explanatory variable and depression as an objective variable adjusting confounding variables. Higher class average scores for teacher support were independently associated with lower levels of depression among adolescents (odds ratio, 0.739; 95% confidence interval, 0.575-0.948). Furthermore, the interaction of class average scores for teacher support with grade satisfaction was significant (p = 0.025). Higher individual student scores for teacher support, grade satisfaction, and economic status were associated significantly, indicating a relief effect. These results can help homeroom teachers enhance interventions and promote health of their homeroom students
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