Maternal Involvement in Education Mediates Longitudinal Associations Between Maternal Depressive Symptoms and Child Adjustment

Children of mothers with high depressive symptoms are at heightened risks for maladjustment in grade school. Yet, the process through which maternal depressive symptoms pose risks for child adjustment is not well understood. This study examined the mediating role of maternal involvement in education in the longitudinal associations between maternal depressive symptoms and children's school adjustment. Three waves of data spanning from first to fifth grades were used (N = 1,364). Depressive symptoms, maternal involvement in education, and children's internalizing and externalizing problems were reported by mothers. Teachers reported children's academic performance. Results showed that maternal depressive symptoms were negatively associated with their subsequent involvement in education. Low maternal involvement in education mediated longitudinal relations of maternal depressive symptoms to poor academic performance and internalizing problems, but not externalizing problems, in children. Results further demonstrated that the role of maternal involvement in education was independent of parental sensitivity. Findings highlighted the unique role of low maternal involvement in education in understanding the risks that maternal depressive symptoms pose on children's adjustment in grade school.