J Affect Disord. 2021 Oct 29;297:495-501. doi: 10.1016/j.jad.2021.10.120. Online ahead of print.
ABSTRACT
BACKGROUND: The relationship between dyslexia and anxiety/depressive symptoms among children in China is unclear. Besides, the pathways to explain the risks are also undefined.
METHODS: 3993 primary school students from grade 2 to 6 were recruited in this study. The Dyslexia Checklist for Chinese Children and the Pupil Rating Scale-Revised Screening for Learning Disabilities were used to filter the dyslexic children. The Chinese perceived stress scale, the Screen for Child Anxiety Related Emotional Disorders, and the Children’s Depression Inventory-Short Form were used separately to assess stress, anxiety symptoms, and depressive symptoms of the children. Time spent on homework was obtained by asking their parents: “How long does it take the children to complete the homework every day?”. The chain mediation models were examined using SPSS PROCESS macro 3.3 software.
RESULTS: Dyslexic children spend more time on homework (2.61±1.15), and have higher scores for depression (4.75±3.60) and stress (26.55±7.40) compared to normal children (1.87±0.77, 3.25±3.32, and 23.20±8.43, respectively). The differences are statistically significant (all P<0.01). There is no direct association between dyslexia and anxiety symptoms, while dyslexia has a direct link with depressive symptoms. Dyslexia could affect anxiety/depressive symptoms via the independent mediating effect of stress and the chain mediating effect of time spent on homework and stress. The total indirect effect is 0.21 and 0.25, respectively.
LIMITATIONS: The data used in our study is self-reported and this is a cross-sectional study.
CONCLUSIONS: Time spent on homework and stress could mediate the association between dyslexia and anxiety/depressive symptoms.
PMID:34743962 | DOI:10.1016/j.jad.2021.10.120
