School Connectedness Impact on Adolescent Weekly Depression and Anxiety: Based on the Self-Acceptance

¹ Education, Yizheng Jingcheng Senior High School, 211400, China
² Education, University College London, WC1E 6BT, UK

^* Corresponding author: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

Adolescent mental health has become a growing public health concern, with depression and anxiety emerging at increasingly younger ages. This study investigates the protective role of school connectedness in alleviating adolescent psychological distress and explores the mediating mechanism of self-acceptance. A weekly diary method was employed over seven weeks with 463 middle school students in China. Using multilevel mediation analysis, results indicated that higher levels of school connectedness significantly predicted lower levels of both depression and anxiety. Moreover, self-acceptance partially mediated these associations, suggesting that the psychological benefits of a supportive school environment operate through improved self-concept. The study’s 2-2-1 multilevel model demonstrated good model fit and robust indirect effects. These findings highlight the importance of fostering a sense of belonging and self-worth within school contexts to promote adolescent mental well-being. The use of ecological, time-sensitive methods also underscores the need for dynamic approaches in developmental mental health research. Implications for school-based interventions are discussed.