{"id":{"repo_id":"montana-tech","oai_identifier":"oai:scholarworks.umt.edu:etd-1833"},"canonical_url":"https://search.dev.ndltd.org/etd/montana-tech/oai:scholarworks.umt.edu:etd-1833","repository":{"repo_id":"montana-tech","name":"Montana Technology","base_url":"https://scholarworks.umt.edu/do/oai/"},"display":{"title":"Relationship of Self-Concept, Depression, Academic Estimation, and Online Social Networking in Adolescents","abstract":"The present study investigated the relationship between academic self-concept, academic outcome confidence, and academic estimation in depressed and non-depressed adolescents, with a focus on gender differences. The study also included exploratory questions on online social networking (OSN) usage. Participants (N = 66) were 9th and 10th grade students from one high school, with 40 females and 26 males. Academic self-confidence and outcome confidence were measured with the Student Self-Concept Scale (SSCS) and depressive symptoms were measured with the Center for Epidemiological Studies’ Depression Scale for Children (CES-DC). Standardized test scores and grade point average (GPA) for each student were collected directly from school records. A researcher-created survey contained questions on diagnosis and treatment of depression and OSN usage. Results from regression analyses indicated that there were significant negative relationships between depressive symptoms and academic self-confidence and academic estimation in female students. Academic outcome confidence had no significant relationship with depression. Approximately 30 percent of the sample had scores on the CES-DC above the cutoff for significant depressive symptoms, 35% of females and 23% of males, and in the sample 7.5% of female students and 11.5% of male students reported receiving treatment for depression. Eighty-five percent (85%) of students identified as depressed by the CES-DC were not receiving any treatment. The exploratory data analysis for online social networking found a significant positive relationship between weekly time using OSN and depressive symptoms, irrespective of gender. There was also a significant negative correlation between weekly time using OSN and reading standardized test scores.","abstract_html":"The present study investigated the relationship between academic self-concept, academic outcome confidence, and academic estimation in depressed and non-depressed adolescents, with a focus on gender differences. The study also included exploratory questions on online social networking (OSN) usage. Participants (N = 66) were 9th and 10th grade students from one high school, with 40 females and 26 males. Academic self-confidence and outcome confidence were measured with the Student Self-Concept Scale (SSCS) and depressive symptoms were measured with the Center for Epidemiological Studies’ Depression Scale for Children (CES-DC). Standardized test scores and grade point average (GPA) for each student were collected directly from school records. A researcher-created survey contained questions on diagnosis and treatment of depression and OSN usage. Results from regression analyses indicated that there were significant negative relationships between depressive symptoms and academic self-confidence and academic estimation in female students. Academic outcome confidence had no significant relationship with depression. Approximately 30 percent of the sample had scores on the CES-DC above the cutoff for significant depressive symptoms, 35% of females and 23% of males, and in the sample 7.5% of female students and 11.5% of male students reported receiving treatment for depression. Eighty-five percent (85%) of students identified as depressed by the CES-DC were not receiving any treatment. The exploratory data analysis for online social networking found a significant positive relationship between weekly time using OSN and depressive symptoms, irrespective of gender. There was also a significant negative correlation between weekly time using OSN and reading standardized test scores.","abstract_has_math":false,"creators":["Long, Jaime Rebekah"],"institution":"University of Montana","degree_name":"Master of Arts (MA)","degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T03:13:53Z","subjects":["academic achievement","academic self-concept","adolescents","depression","Facebook","online social networking"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.umt.edu/etd/814","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Long, Jaime Rebekah"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["University of Montana"]},{"key":"dc:type","label":"Dc Type","values":["Professional Paper"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["academic achievement","academic self-concept","adolescents","depression","Facebook","online social networking"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.umt.edu/etd/814"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The present study investigated the relationship between academic self-concept, academic outcome confidence, and academic estimation in depressed and non-depressed adolescents, with a focus on gender differences. The study also included exploratory questions on online social networking (OSN) usage. Participants (N = 66) were 9th and 10th grade students from one high school, with 40 females and 26 males. Academic self-confidence and outcome confidence were measured with the Student Self-Concept Scale (SSCS) and depressive symptoms were measured with the Center for Epidemiological Studies’ Depression Scale for Children (CES-DC). Standardized test scores and grade point average (GPA) for each student were collected directly from school records. A researcher-created survey contained questions on diagnosis and treatment of depression and OSN usage. Results from regression analyses indicated that there were significant negative relationships between depressive symptoms and academic self-confidence and academic estimation in female students. Academic outcome confidence had no significant relationship with depression. Approximately 30 percent of the sample had scores on the CES-DC above the cutoff for significant depressive symptoms, 35% of females and 23% of males, and in the sample 7.5% of female students and 11.5% of male students reported receiving treatment for depression. Eighty-five percent (85%) of students identified as depressed by the CES-DC were not receiving any treatment. The exploratory data analysis for online social networking found a significant positive relationship between weekly time using OSN and depressive symptoms, irrespective of gender. There was also a significant negative correlation between weekly time using OSN and reading standardized test scores."]},{"key":"dc:title","label":"Title","values":["Relationship of Self-Concept, Depression, Academic Estimation, and Online Social Networking in Adolescents"]}]}],"canonical_facts":{"dc:creator":["Long, Jaime Rebekah"],"dc:description.abstract":["The present study investigated the relationship between academic self-concept, academic outcome confidence, and academic estimation in depressed and non-depressed adolescents, with a focus on gender differences. The study also included exploratory questions on online social networking (OSN) usage. Participants (N = 66) were 9th and 10th grade students from one high school, with 40 females and 26 males. Academic self-confidence and outcome confidence were measured with the Student Self-Concept Scale (SSCS) and depressive symptoms were measured with the Center for Epidemiological Studies’ Depression Scale for Children (CES-DC). Standardized test scores and grade point average (GPA) for each student were collected directly from school records. A researcher-created survey contained questions on diagnosis and treatment of depression and OSN usage. Results from regression analyses indicated that there were significant negative relationships between depressive symptoms and academic self-confidence and academic estimation in female students. Academic outcome confidence had no significant relationship with depression. Approximately 30 percent of the sample had scores on the CES-DC above the cutoff for significant depressive symptoms, 35% of females and 23% of males, and in the sample 7.5% of female students and 11.5% of male students reported receiving treatment for depression. Eighty-five percent (85%) of students identified as depressed by the CES-DC were not receiving any treatment. The exploratory data analysis for online social networking found a significant positive relationship between weekly time using OSN and depressive symptoms, irrespective of gender. There was also a significant negative correlation between weekly time using OSN and reading standardized test scores."],"dc:identifier":["https://scholarworks.umt.edu/etd/814"],"dc:publisher":["University of Montana"],"dc:subject":["academic achievement","academic self-concept","adolescents","depression","Facebook","online social networking"],"dc:title":["Relationship of Self-Concept, Depression, Academic Estimation, and Online Social Networking in Adolescents"],"dc:type":["Professional Paper"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T03:13:53Z"}