The relationship between school connectedness and depression: A three-level meta-analytic review

doi:10.3724/SP.J.1042.2024.00246

Abstract

Abstract:

According to the World Health Organization, depression is a leading contributor to the global disease burden. School connectedness has been defined as the extent to which students feel personally accepted, respected, included, and supported by others in the school social environment and is considered one of the influencing factors for depression. Many studies have discussed the association between school connectedness and depression, but the results have been mixed. Two main theoretical arguments exist regarding the association between school connectedness and depression. Social control sociometer and self-determination theories suggest a negative association between school connectedness and depression. However, the source consistency of the social support theory suggests that this association may not be linear. If sources of stress and social support are consistent, the buffering effect of social support may be ineffective. Although a growing body of research has investigated the association between school connectedness and depression empirically, research findings varied considerably across studies with r values ranging from −0.74 to 0.14, suggesting a need to synthesize the findings to obtain better insight into this association. Therefore, this study utilized a three-level meta-analysis to examine the extent to which school connectedness is associated with depression, and whether these associations differed according to the study or sample characteristics.

A systematic literature review was conducted using the Web of Science, ScienceDirect, PubMed, China National Knowledge Infrastructure, Wei Pu Date, and Wan Fang Data. Three-level meta-analyses were performed using R to synthesize the effect sizes and conduct moderator analyses. Publication bias was assessed using funnel plots, trim-and-fill analyses, and Egger regressions.

A total of 87 studies were reviewed. The results showed a significantly negative correlation between school connectedness and depression (r = -0.39). This suggests that school connectedness protects against depression. Moderator analysis revealed that the association between school connectedness and depression was moderated by the percentage of female students, mean age of participants, measurement of depression, and data characteristics. The association between school connectedness and depression was enhanced by an increase in the percentage of female students and a reduction in the mean age of participants. This suggests that compared to male students and older individuals, school connectedness has a stronger protective effect on depression in female students and younger individuals. Studies using the children’s depression inventory reported the strongest correlations between school connectedness and depression whereas studies using the orpinas modified depression scale reported the weakest correlations. Regarding data characteristics, studies using cross-sectional data produced larger correlations than those using longitudinal data. This suggests that data characteristics and the measurement of depression should be considered when assessing the association between school connectedness and depression. However, no significant moderating effects were found for the measurement of school connectedness, culture, or publication year, suggesting that the association between school connectedness and depression may be consistent across these measurements. A trim-and-fill analysis revealed an asymmetric distribution of effect sizes in the publication bias test and 55 positive effect sizes were imputed into the funnel plot to restore symmetry. After the estimated “missing” effect sizes were input into the datasets, the correlation between school connectedness and depression became smaller in magnitude but remained significant. Finally, the results of publication bias tests indicated that school connectedness may have contradicting effects on depression. Specifically, school connectedness can play a positive role in decreasing the level of depression but may also play a negative role in potentiating depression when the stress that causes depression comes from school. When school connectedness is used to prevent and intervene in depression, individual differences and school stress should be considered.

Key words: school connectedness, depression, three-level meta-analysis, social control theory, sociometer theory, self-determination theory

CLC Number:

R395

MENG Xianxin, CHEN Yijing, WANG Xinyi, YUAN Jiajin, YU Delin. The relationship between school connectedness and depression: A three-level meta-analytic review[J]. Advances in Psychological Science, 2024, 32(2): 246-263.

Figures/Tables 7

References 154

	*元分析用到的参考文献
[1]	* 阿依孜巴·艾拜都拉. (2020). 中学生同伴依恋对抑郁的影响: 自尊和学校归属感的多重中介作用 (硕士学位论文). 新疆师范大学, 乌鲁木齐.
[2]	陈春花, 苏涛, 王杏珊. (2016). 中国情境下变革型领导与绩效关系的Meta分析. 管理学报, 13(8), 1174-1183.
[3]	* 陈小莉. (2019). 高中生学校归属感与抑郁, 焦虑的关系研究——心理弹性的中介作用 (硕士学位论文). 华中师范大学, 武汉.
[4]	* 杜渐, 杨秋莉, 杜丽红, 杨邻, 张杰, 孔军辉. (2012). 中医学生学校归属感与心理健康的关系. 中医教育, 31(4), 15-18.
[5]	* 方敏. (2020). 高年级小学生综合活力对抑郁情绪的影响: 学校归属感的中介作用 (硕士学位论文). 湖南师范大学, 长沙.
[6]	黄梓航, 敬一鸣, 喻丰, 古若雷, 周欣悦, 张建新, 蔡华俭. (2018). 个人主义上升, 集体主义式微? ——全球文化变迁与民众心理变化. 心理科学进展, 26(11), 2068-2080. doi: 10.3724/SP.J.1042.2018.02068
[7]	柳之啸, 李京, 王玉, 苗淼, 钟杰. (2019). 中文版儿童抑郁量表的结构验证及测量等值. 中国临床心理学杂志, 27(6), 1172-1176.
[8]	* 孙亚东. (2022). 农村青少年网络成瘾类别及其与抑郁和问题行为的关系: 学校联结的中介作用 (硕士学位论文). 西南大学, 重庆.
[9]	* 覃小琼. (2020). 同伴侵害与中学生抑郁: 父母支持和联结的链式中介作用 (硕士学位论文). 皖南医学院, 芜湖.
[10]	* 覃小琼, 李秀. (2022). 网络受欺负与青少年抑郁: 孤独感与学校联结的作用. 教育生物学杂志, 10(6), 473-478.
[11]	* 温丽影, 朱丽君, 刘传, 苏姗姗, 金岳龙, 常微微. (2023). 安徽省某医学院校在校大学生专业认同和学校归属感与心理健康的关系. 沈阳医学院学报, 25(1), 58-64.
[12]	辛自强, 张梅, 何琳. (2012). 大学生心理健康变迁的横断历史研究. 心理学报, 44(5), 664-679.
[13]	* 邢强, 梁俏, 李佳佳, 唐辉, 莫绮云. (2023). 学业鼓励对初中生抑郁的影响: 学校联结的中介作用和坚毅的调节作用. 广东第二师范学院学报, 43(3), 85-97.
[14]	殷颢文, 贾林祥. (2014). 学校联结的研究现状与发展趋势. 心理科学, 37(5), 1180-1184.
[15]	俞国良, 王浩. (2020). 文化潮流与社会转型: 影响我国青少年心理健康状况的重要因素以及现实策略. 西南民族大学学报(人文社科版), 41(9), 213-219.
[16]	张建平, 秦传燕, 刘善仕. (2020). 寻求反馈能改善绩效吗? ——反馈寻求行为与个体绩效关系的元分析. 心理科学进展, 28(4), 549-565. doi: 10.3724/SP.J.1042.2020.00549
[17]	* 赵姒. (2022). 情感虐待对留守高中生抑郁的影响: 冗思的中介与学校联结的调节作用 (硕士学位论文). 信阳师范学院.
[18]	* 赵子薇. (2022). 父母心理攻击对初中生抑郁情绪的影响: 自尊和学校联结的作用 (硕士学位论文). 山西大学, 太原.
[19]	周文洁. (2013). 高中生情绪表达性的个体差异研究. 中国民康医学, 25(19), 67-69+86.
[20]	Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30, 1-34. doi: 10.1007/s10648-016-9389-8 URL
[21]	* Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94(4), 795-809. doi: 10.1037/0022-0663.94.4.795 URL
[22]	* Arango, A., Clark, M., & King, C. A. (2022). Predicting the severity of peer victimization and bullying perpetration among youth with interpersonal problems: A 6-month prospective study. Journal of Adolescence, 94(1), 57-68. doi: 10.1002/jad.12005 pmid: 35353403
[23]	* Arango, A., Cole-Lewis, Y., Lindsay, R., Yeguez, C. E., Clark, M., & King, C. (2019). The protective role of connectedness on depression and suicidal ideation among bully victimized youth. Journal of Clinical Child & Adolescent Psychology, 48(5), 728-739.
[24]	Assink, M., & Wibbelink, C. J. (2016). Fitting three-level meta-analytic models in R: A step-by-step tutorial. The Quantitative Methods for Psychology, 12(3), 154-174. doi: 10.20982/tqmp.12.3.p154 URL
[25]	Bakan, D. (1966). The duality of human existence. Chicago, IL: Rand McNally.
[26]	Barbee, A. P., Cunningham, M. R., Winstead, B. A., Derlega, V. J., Gulley, M. R., Yankeelov, P. A., & Drue, P. B. (1993). Effects of gender role expectations on the social support process. Journal of Social Issues, 49(3), 175-190. doi: 10.1111/josi.1993.49.issue-3 URL
[27]	* Baker, A. C., Wallander, J. L., Elliott, M. N., & Schuster, M. A. (2023). Non-suicidal self-injury among adolescents: A structural model with socioecological connectedness, bullying victimization, and depression. Child Psychiatry & Human Development, 54(4), 1190-1208.
[28]	* Bakhtiari, F., Boyle, A. E., & Benner, A. D. (2020). Pathways linking school-based ethnic discrimination to Latino/a adolescents’ marijuana approval and use. Journal of Immigrant and Minority Health, 22, 1273-1280. doi: 10.1007/s10903-020-01022-5
[29]	Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529. pmid: 7777651
[30]	* Bouchard, M., Denault, A. S., & Guay, F. (2022). Extracurricular activities and adjustment among students at disadvantaged high schools: The mediating role of peer relatedness and school belonging. Journal of Adolescence, 95(3), 1-15. doi: 10.1002/jad.v95.1 URL
[31]	* Burns, J. R., & Rapee, R. M. (2019). School‐based assessment of mental health risk in children: The preliminary development of the Child RADAR. Child and Adolescent Mental Health, 24(1), 66-75. doi: 10.1111/camh.12258 pmid: 32677227
[32]	Card, N. A. Ed. (2012). Applied meta-analysis for social science research. New York: Guilford Press.
[33]	Chen, X., Chang, L., & He, Y. (2003). The peer group as a context: Mediating and moderating effects on relations between academic achievement and social functioning in Chinese children. Child Development, 74(3), 710-727. pmid: 12795386
[34]	Cheung, M. W.-L. (2014). Modeling dependent effect sizes with three-level meta-analyses: A structural equation modeling approach. Psychological Methods, 19(2), 211-229. doi: 10.1037/a0032968 pmid: 23834422
[35]	* Choi, J. K., Ryu, J. H., & Yang, Z. (2021). Validation of the engagement, perseverance, optimism, connectedness, and happiness measure in adolescents from multistressed families: Using first-and second-order confirmatory factor analysis models. Journal of Psychoeducational Assessment, 39(4), 494-507. doi: 10.1177/0734282920986395 URL
[36]	* Choi, M. J., Hong, J. S., Travis Jr, R., & Kim, J. (2023). Effects of school environment on depression among Black and White adolescents. Journal of Community Psychology, 51(3), 1181-1200. doi: 10.1002/jcop.v51.3 URL
[37]	Cohen, J. (1992). Quantitative methods in psychology: A power primer. Psychological Bulletin, 112(1), 155-159. doi: 10.1037//0033-2909.112.1.155 pmid: 19565683
[38]	* Cole-Lewis, Y. C., Gipson, P. Y., Opperman, K. J., Arango, A., & King, C. A. (2016). Protective role of religious involvement against depression and suicidal ideation among youth with interpersonal problems. Journal of Religion and Health, 55, 1172-1188. doi: 10.1007/s10943-016-0194-y URL
[39]	Cooper, H., Hedges, L. V., & Valentine, J. C. (2019). The handbook of research synthesis and meta-analysis. Russell Sage Foundation.
[40]	* Cupito, A. M., Stein, G. L., & Gonzalez, L. M. (2015). Familial cultural values, depressive symptoms, school belonging and grades in Latino adolescents: Does gender matter? Journal of Child and Family Studies, 24, 1638-1649. doi: 10.1007/s10826-014-9967-7 URL
[41]	* Daley, S. C. (2019). School connectedness and mental health in college students. (Unpublished doctoral dissertation). Miami University, Oxford.
[42]	* Dansby Olufowote, R. A., Soloski, K. L., Gonzalez- Casteñeda, N., & Hayes, N. D. (2020). An accelerated latent class growth curve analysis of adolescent bonds and trajectories of depressive symptoms. Journal of Child and Family Studies, 29, 292-306. doi: 10.1007/s10826-019-01542-1
[43]	* Datu, J. A. D., Mateo, N. J., & Natale, S. (2023). The mental health benefits of kindness-oriented schools: School kindness is associated with increased belongingness and well-being in Filipino high school students. Child Psychiatry & Human Development, 54(4), 1075-1084.
[44]	* Davis, J. P., Merrin, G. J., Ingram, K. M., Espelage, D. L., Valido, A., & El Sheikh, A. J. (2019). Examining pathways between bully victimization, depression, & school belonging among early adolescents. Journal of Child and Family Studies, 28, 2365-2378. doi: 10.1007/s10826-019-01340-9
[45]	Dodell-Feder, D., & Tamir, D. I. (2018). Fiction reading has a small positive impact on social cognition: A meta- analysis. Journal of Experimental Psychology: General, 147(11), 1713-1727. doi: 10.1037/xge0000395 URL
[46]	Duval, S., & Tweedie, R. (2000). Trim and fill: A simple funnel-plot-based method of testing and adjusting for publication bias in meta-analysis. Biometrics, 56(2), 455-463. doi: 10.1111/j.0006-341x.2000.00455.x pmid: 10877304
[47]	* Ernestus, S. M., Prelow, H. M., Ramrattan, M. E., & Wilson, S. A. (2014). Self-system processes as a mediator of school connectedness and depressive symptomatology in African American and European American adolescents. School Mental Health, 6, 175-183. doi: 10.1007/s12310-014-9122-z URL
[48]	* Eugene, D. R. (2021). Connectedness to family, school, and neighborhood and adolescents’ internalizing symptoms. International Journal of Environmental Research and Public Health, 18(23), 12602.
[49]	* Eugene, D. R., Crutchfield, J., & Robinson, E. D. (2021). An examination of peer victimization and internalizing problems through a racial equity lens: Does school connectedness matter? International Journal of Environmental Research and Public Health, 18(3), 1085.
[50]	* Fernandez, A., Loukas, A., Golaszewski, N. M., Batanova, M., & Pasch, K. E. (2019). Adolescent adjustment problems mediate the association between racial discrimination and school connectedness. Journal of School Health, 89(12), 945-952. doi: 10.1111/josh.v89.12 URL
[51]	* Forbes, M. K., Fitzpatrick, S., Magson, N. R., & Rapee, R. M. (2019). Depression, anxiety, and peer victimization: Bidirectional relationships and associated outcomes transitioning from childhood to adolescence. Journal of Youth and Adolescence, 48, 692-702. doi: 10.1007/s10964-018-0922-6 pmid: 30229362
[52]	Fox, J. (2019). Regression diagnostics: An introduction. Sage publications.
[53]	Franco, A., Malhotra, N., & Simonovits, G. (2014). Publication bias in the social sciences:Unlocking the file drawer. Science, 345(6203), 1502-1505.
[54]	Fried, E. I. (2017). The 52 symptoms of major depression: Lack of content overlap among seven common depression scales. Journal of Affective Disorders, 208, 191-197. doi: S0165-0327(16)31312-X pmid: 27792962
[55]	Gao, S., Yu, D., Assink, M., Chan, K. L., Zhang, L., & Meng, X. (2023). The association between child maltreatment and pathological narcissism: A three-level meta-analytic review. Trauma, Violence, & Abuse, 25(1). https://doi.org/10.1177/15248380221147559
[56]	* Gerard, J. M., & Booth, M. Z. (2015). Family and school influences on adolescents' adjustment: The moderating role of youth hopefulness and aspirations for the future. Journal of Adolescence, 44, 1-16. doi: 10.1016/j.adolescence.2015.06.003 pmid: 26177519
[57]	* Gilman, R., & Anderman, E. M. (2006). The relationship between relative levels of motivation and intrapersonal, interpersonal, and academic functioning among older adolescents. Journal of School Psychology, 44(5), 375-391. doi: 10.1016/j.jsp.2006.03.004 URL
[58]	* Goering, M., & Mrug, S. (2022). The distinct roles of biological and perceived pubertal timing in delinquency and depressive symptoms from adolescence to adulthood. Journal of Youth and Adolescence, 51(11), 2092-2113. doi: 10.1007/s10964-022-01657-7 pmid: 35831695
[59]	* Gonzalez, L. M., Stein, G. L., Kiang, L., & Cupito, A. M. (2014). The impact of discrimination and support on developmental competencies in Latino adolescents. Journal of Latina/o Psychology, 2(2), 79-91. doi: 10.1037/lat0000014 URL
[60]	Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30, 79-90. doi: 10.1002/(ISSN)1520-6807 URL
[61]	Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62, 60-71. doi: 10.1080/00220973.1993.9943831 URL
[62]	* Gummadam, P., Pittman, L. D., & Ioffe, M. (2016). School belonging, ethnic identity, and psychological adjustment among ethnic minority college students. The Journal of Experimental Education, 84(2), 289-306. doi: 10.1080/00220973.2015.1048844 URL
[63]	Harrer, M., Cuijpers, P., Furukawa, T.A., & Ebert, D.D. (2021). Doing meta-analysis with R: A hands-on guide (1st ed.). Chapman and Hall/CRC.
[64]	* Hatchel, T., Espelage, D. L., & Huang, Y. (2018). Sexual harassment victimization, school belonging, and depressive symptoms among LGBTQ adolescents: Temporal insights. American Journal of Orthopsychiatry, 88(4), 422-430. doi: 10.1037/ort0000279 URL
[65]	* Hayre, R. S., Sierra Hernandez, C., Goulter, N., & Moretti, M. M. (2023, March). Attachment & school connectedness: Associations with substance use, depression, & suicidality among at-risk adolescents.. Child & Youth Care Forum, https://doi.org/10.1007/s10566-023-09743-y
[66]	* He, G. H., Strodl, E., Chen, W. Q., Liu, F., Hayixibayi, A., & Hou, X. Y. (2019). Interpersonal conflict, school connectedness and depressive symptoms in Chinese adolescents: Moderation effect of gender and grade level. International Journal of Environmental Research and Public Health, 16(12), 2182. doi: 10.3390/ijerph16122182 URL
[67]	Hedges, L. V., & Vevea, J. L. (1998). Fixed- and random- effects models in meta-analysis. Psychological Methods, 3, 486-504. doi: 10.1037/1082-989X.3.4.486 URL
[68]	Henrich, C. C., Brookmeyer, K. A., & Shahar, G. (2005). Weapon violence in adolescence: Parent and school connectedness as protective factors. Journal of Adolescent Health, 37(4), 306-312. doi: 10.1016/j.jadohealth.2005.03.022 URL
[69]	Hirschi, T. (1996). Theory without ideas: Reply to Akers. Criminology, 34, 249. doi: 10.1111/crim.1996.34.issue-2 URL
[70]	Hofstede, G. (1980). Motivation, leadership, and organization: Do American theories apply abroad? Organizational Dynamics, 9(1), 42-63. doi: 10.1016/0090-2616(80)90013-3 URL
[71]	Hofstede, G. (1984). Cultural dimensions in management and planning. Asia Pacific Journal of Management, 1, 81-99. doi: 10.1007/BF01733682 URL
[72]	* Hsieh, Y. P., Lu, W. H., & Yen, C. F. (2019). Psychosocial determinants of insomnia in adolescents: Roles of mental health, behavioral health, and social environment. Frontiers in Neuroscience, 13, 848. doi: 10.3389/fnins.2019.00848 URL
[73]	* Jacobson, K. C., & Rowe, D. C. (1999). Genetic and environmental influences on the relationships between family connectedness, school connectedness, and adolescent depressed mood: Sex differences. Developmental Psychology, 35(4), 926.
[74]	* Jin, L., Hao, Z., Huang, J., Akram, H. R., Saeed, M. F., & Ma, H. (2021). Depression and anxiety symptoms are associated with problematic smartphone use under the COVID-19 epidemic: The mediation models. Children and Youth Services Review, 121, 105875. doi: 10.1016/j.childyouth.2020.105875 URL
[75]	* Joyce, H. D., & Early, T. J. (2014). The impact of school connectedness and teacher support on depressive symptoms in adolescents: A multilevel analysis. Children and Youth Services Review, 39, 101-107. pmid: 25132696
[76]	* Kaminski, J. W., Puddy, R. W., Hall, D. M., Cashman, S. Y., Crosby, A. E., & Ortega, L. A. (2010). The relative influence of different domains of social connectedness on self-directed violence in adolescence. Journal of Youth and Adolescence, 39, 460-473. doi: 10.1007/s10964-009-9472-2 pmid: 19898780
[77]	* Kelly, A. B., O’Flaherty, M., Toumbourou, J. W., Homel, R., Patton, G. C., White, A., & Williams, J. (2012). The influence of families on early adolescent school connectedness: Evidence that this association varies with adolescent involvement in peer drinking networks. Journal of Abnormal Child Psychology, 40, 437-447. doi: 10.1007/s10802-011-9577-4 pmid: 21989984
[78]	Kepes, S., & Thomas, M. A. (2018). Assessing the robustness of meta-analytic results in information systems: Publication bias and outliers. European Journal of Information Systems, 27(9), 90-123. doi: 10.1080/0960085X.2017.1390188 URL
[79]	* Kia-Keating, M., & Ellis, B. H. (2007). Belonging and connection to school in resettlement: Young refugees, school belonging, and psychosocial adjustment. Clinical Child Psychology and Psychiatry, 12(1), 29-43. pmid: 17375808
[80]	Kieling, C., Adewuya, A., Fisher, H. L., Karmacharya, R., Kohrt, B. A., Swartz, J. R., & Mondelli, V. (2019). Identifying depression early in adolescence. The Lancet Child & Adolescent Health, 3(4), 211-213.
[81]	* Klinck, M., Vannucci, A., & Ohannessian, C. M. (2020). Bidirectional relationships between school connectedness and internalizing symptoms during early adolescence. The Journal of Early Adolescence, 40(9), 1336-1368. doi: 10.1177/0272431619858401 URL
[82]	Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., & de Boer, H. (2020). The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: A meta-analytic review. Research Papers in Education, 35(6), 641-680. doi: 10.1080/02671522.2019.1615116 URL
[83]	* Kuo, F. W., & Yang, S. C. (2019). In-group comparison is painful but meaningful: The moderator of classroom ethnic composition and the mediators of self-esteem and school belonging for upward comparisons. The Journal of Social Psychology, 159(5), 531-545. doi: 10.1080/00224545.2018.1515721 URL
[84]	* Lardier, D. T., Opara, I., Bergeson, C., Herrera, A., Garci- Reid, P., & Reid, R. J. (2019). A study of psychological sense of community as a mediator between supportive social systems, school belongingness, and outcome behaviors among urban high school students of color. Journal of Community Psychology, 47(5), 1131-1150. doi: 10.1002/jcop.22182 pmid: 30883801
[85]	* LaRusso, M. D., Romer, D., & Selman, R. L. (2008). Teachers as builders of respectful school climates: Implications for adolescent drug use norms and depressive symptoms in high school. Journal of Youth and Adolescence, 37, 386-398. doi: 10.1007/s10964-007-9212-4 URL
[86]	* Lätsch, A. (2018). The interplay of emotional instability and socio-environmental aspects of schools during adolescence. European Journal of Educational Research, 7(2), 281-293. doi: 10.12973/eu-jer URL
[87]	Leary, M. R. (2005). Sociometer theory and the pursuit of relational value: Getting to the root of self-esteem. European Review of Social Psychology, 16(1), 75-111. doi: 10.1080/10463280540000007 URL
[88]	Lebow, J. L. (2005). Family therapy at the beginning of the twenty-first century. In J. Lebow (Ed.), Handbook of Clinical Family Therapy (pp. 1-14). Hoboken, New Jersey: John Wiley & Sons, Inc.
[89]	* Lee, J., Chun, J., Kim, J., Lee, J., & Lee, S. (2021). A social-ecological approach to understanding the relationship between cyberbullying victimization and suicidal ideation in South Korean adolescents: The moderating effect of school connectedness. International Journal of Environmental Research and Public Health, 18(20), 10623.
[90]	Libbey, H. P. (2004). Measuring student relationships to school: Attachment, bonding, connectedness, and engagement. Journal of School Health, 74, 274-283. doi: 10.1111/j.1746-1561.2004.tb08284.x pmid: 15493704
[91]	Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. SAGE publications.
[92]	Liu, C., & Rahman, M. N. A. (2022). Relationships between parenting style and sibling conflicts: A meta-analysis. Frontiers in Psychology, 13, 936253. doi: 10.3389/fpsyg.2022.936253 URL
[93]	* Liu, S., Wu, W., Zou, H., Chen, Y., Xu, L., Zhang, W., Yu, C & Zhen, S. (2023). Cyber victimization and non-suicidal self-injury among Chinese adolescents: The effect of depression and school connectedness. Frontiers in Public Health, 11, 1091959. doi: 10.3389/fpubh.2023.1091959 URL
[94]	* Loukas, A., & Pasch, K. E. (2013). Does school connectedness buffer the impact of peer victimization on early adolescents’ subsequent adjustment problems? The Journal of Early Adolescence, 33(2), 245-266. doi: 10.1177/0272431611435117 URL
[95]	* Loukas, A., Suzuki, R., & Horton, K. D. (2006). Examining school connectedness as a mediator of school climate effects. Journal of Research on Adolescence, 16(3), 491-502. doi: 10.1111/jora.2006.16.issue-3 URL
[96]	* Marksteiner, T., Janke, S., & Dickhäuser, O. (2019). Effects of a brief psychological intervention on students' sense of belonging and educational outcomes: The role of students' migration and educational background. Journal of School Psychology, 75, 41-57. doi: S0022-4405(19)30045-7 pmid: 31474280
[97]	Markus, H. R., & Kitayama, S. (2014). Culture and the self: Implications for cognition, emotion, and motivation. In college student development and academic life (pp. 264-293). Routledge.
[98]	Marraccini, M. E., & Brier, Z. M. (2017). School connectedness and suicidal thoughts and behaviors: A systematic meta-analysis. School Psychology Quarterly, 32(1), 5-21. doi: 10.1037/spq0000192 pmid: 28080099
[99]	* Maurizi, L. K., Ceballo, R., Epstein‐Ngo, Q., & Cortina, K. S. (2013). Does neighborhood belonging matter? Examining school and neighborhood belonging as protective factors for Latino adolescents. American Journal of Orthopsychiatry, 83(2-3), 323-334. doi: 10.1111/ajop.12017 URL
[100]	* Mcgraw, K., Moore, S., Fuller, A., & Bates, G. (2008). Family, peer and school connectedness in final year secondary school students. Australian Psychologist, 43(1), 27-37. doi: 10.1080/00050060701668637 URL
[101]	* McLaren, S., Schurmann, J., & Jenkins, M. (2015). The relationships between sense of belonging to a community GLB youth group; school, teacher, and peer connectedness; and depressive symptoms: Testing of a path model. Journal of Homosexuality, 62(12), 1688-1702. doi: 10.1080/00918369.2015.1078207 pmid: 26226192
[102]	* McMahon, S. D., Parnes, A. L., Keys, C. B., & Viola, J. J. (2008). School belonging among low‐income urban youth with disabilities: Testing a theoretical model. Psychology in the Schools, 45(5), 387-401. doi: 10.1002/pits.v45:5 URL
[103]	* Midgett, A., & Doumas, D. M. (2019). The impact of a brief bullying bystander intervention on depressive symptoms. Journal of Counseling & Development, 97(3), 270-280. doi: 10.1002/jcad.2019.97.issue-3 URL
[104]	* Millings, A., Buck, R., Montgomery, A., Spears, M., & Stallard, P. (2012). School connectedness, peer attachment, and self-esteem as predictors of adolescent depression. Journal of Adolescence, 35(4), 1061-1067. doi: 10.1016/j.adolescence.2012.02.015 pmid: 22460237
[105]	* Mrug, S., King, V., & Windle, M. (2016). Brief report: Explaining differences in depressive symptoms between African American and European American adolescents. Journal of Adolescence, 46, 25-29.
[106]	National Institutes of Health. (2014). Study quality assessment tools. Retrieved from:
[107]	Oelsner, J., Lippold, M. A., & Greenberg, M. T. (2011). Factors influencing the development of school bonding among middle school students. The Journal of Early Adolescence, 31(3), 463-487. doi: 10.1177/0272431610366244 URL
[108]	Oliver, M. B., & Hyde, J. S. (1993). Gender differences in sexuality: A meta-analysis. Psychological Bulletin, 114(1), 29-51. pmid: 8346327
[109]	Orpinas, P. (1993). Modified depression scale. Houston, TX: University of Texas Health Science Center at Houston.
[110]	Page, M. J., McKenzie, J.E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. International Journal of Surgery, 74(9), 790-799.
[111]	* Pang, Y. C. (2015). The relationship between perceived discrimination, economic pressure, depressive symptoms, and educational attainment of ethnic minority emerging adults: The moderating role of school connectedness during adolescence (Unpublished doctoral dissertation). Iowa State University, Ames.
[112]	Park, J., Kitayama, S., Karasawa, M., Curhan, K., Markus, H. R., Kawakami, N.,... Ryff, C. D. (2013). Clarifying the links between social support and health: Culture, stress, and neuroticism matter. Journal of Health Psychology, 18(2), 226-235. doi: 10.1177/1359105312439731 pmid: 22419414
[113]	* Parr, E. J., Shochet, I. M., Cockshaw, W. D., & Kelly, R. L. (2020). General belonging is a key predictor of adolescent depressive symptoms and partially mediates school belonging. School Mental Health, 12(3), 626-637. doi: 10.1007/s12310-020-09371-0
[114]	* Pachucki, M. C., Ozer, E. J., Barrat, A., & Cattuto, C. (2015). Mental health and social networks in early adolescence: A dynamic study of objectively-measured social interaction behaviors. Social Science & Medicine, 125, 40-50. doi: 10.1016/j.socscimed.2014.04.015 URL
[115]	* Pierre, C. L., Burnside, A., & Gaylord-Harden, N. K. (2020). A longitudinal examination of community violence exposure, school belongingness, and mental health among African-American adolescent males. School Mental Health, 12, 388-399. doi: 10.1007/s12310-020-09359-w
[116]	* Prince, E. (2010). Exploring the effectiveness of inclusion: Is a sense of school belonging the key factor in understanding outcomes? (Unpublished doctoral dissertation). University of Southampton.
[117]	Radloff, L. S. (1977). A self-report depression scale for research in the general population. Applied Psychological Measurement, 1, 385-401. https://cir.nii.ac.jp/crid/157198 0074241956096 doi: 10.1177/014662167700100306 URL
[118]	* Raymond‐Flesch, M., Browne, E. N., Auerswald, C., & Minnis, A. M. (2021). Family and school connectedness associated with lower depression among Latinx early adolescents in an agricultural county. American Journal of Community Psychology, 68(1-2), 114-127. doi: 10.1002/ajcp.12499 pmid: 33534150
[119]	* Ream, G. L. (2006). Reciprocal effects between the perceived environment and heterosexual intercourse among adolescents. Journal of Youth and Adolescence, 35, 768-782. doi: 10.1007/s10964-006-9076-z URL
[120]	Reed, W. R., Florax, R. J. G. M., & Poot, J. (2015). A monte carlo analysis of alternative meta-analysis estimators in the presence of publication bias. Retrieved from http://www.economics-ejournal.org/economics/discussionpapers/2015-9
[121]	Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones, J.,... Udry, J. R. (1997). Protecting adolescents from harm: Findings from the National Longitudinal Study on Adolescent Health. The Journal of the American Medical Association, 278(10), 823-832. doi: 10.1001/jama.1997.03550100049038 URL
[122]	Rodgers, M. A., & Pustejovsky, J. E. (2021). Evaluating meta-analytic methods to detect selective reporting in the presence of dependent effect sizes. Psychological Methods, 26(2), 141-160. doi: 10.1037/met0000300 URL
[123]	Rose, I. D., Lesesne, C. A., Sun, J., Johns, M. M., Zhang, X., & Hertz, M. (2022). The relationship of school connectedness to adolescents’ engagement in co-occurring health risks: A meta-analytic review. The Journal of School Nursing, 10598405221096802
[124]	* Ross, A. G., Shochet, I. M., & Bellair, R. (2010). The role of social skills and school connectedness in preadolescent depressive symptoms. Journal of Clinical Child & Adolescent Psychology, 39(2), 269-275.
[125]	Rueger, S. Y., Malecki, C. K., Pyun, Y., Aycock, C., & Coyle, S. (2016). A meta-analytic review of the association between perceived social support and depression in childhood and adolescence. Psychological Bulletin, 142(10), 1017.
[126]	Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
[127]	Sandler, I. (2001). Quality and ecology of adversity as common mechanisms of risk and resilience. American Journal of Community Psychology, 29(1), 19-61. pmid: 11439827
[128]	Sari, U. K., & Sulistiyaningsih, R. (2023). Parenting style to reduce academic stress in early childhood during the new normal. Indigenous: Jurnal Ilmiah Psikologi, 8(1), 82-93. doi: 10.23917/indigenous.v8i1.19562 URL
[129]	Sitarenios, G., & Kovacs, M. (1999). Use of the children's depression inventory. In M. E. Maruish (Ed.), The use of psychological testing for treatment planning and outcome assessment (pp. 267-298). Lawrence Erlbaum Associates Publishers,
[130]	* Shochet, I. M., Dadds, M. R., Ham, D., & Montague, R. (2006). School connectedness is an underemphasized parameter in adolescent mental health: Results of a community prediction study. Journal of Clinical Child & Adolescent Psychology, 35(2), 170-179.
[131]	* Shochet, I. M., Homel, R., Cockshaw, W. D., & Montgomery, D. T. (2008). How do school connectedness and attachment to parents interrelate in predicting adolescent depressive symptoms? Journal of Clinical Child & Adolescent Psychology, 37(3), 676-681.
[132]	* Shochet, I. M., Smith, C. L., Furlong, M. J., & Homel, R. (2011). A prospective study investigating the impact of school belonging factors on negative affect in adolescents. Journal of Clinical Child & Adolescent Psychology, 40(4), 586-595.
[133]	Sterne, J. A., & Harbord, R. M. (2004). Funnel plots in meta-analysis. The Stata Journal, 4(2), 127-141. doi: 10.1177/1536867X0400400204 URL
[134]	* Sun, R. C., & Hui, E. K. (2007). Psychosocial factors contributing to adolescent suicidal ideation. Journal of Youth and Adolescence, 36, 775-786. doi: 10.1007/s10964-006-9139-1 URL
[135]	* Tang, T. C., Ko, C. H., Yen, J. Y., Lin, H. C., Liu, S. C., Huang, C. F., & Yen, C. F. (2009). Suicide and its association with individual, family, peer, and school factors in an adolescent population in southern Taiwan. Suicide and Life-Threatening Behavior, 39(1), 91-102. doi: 10.1521/suli.2009.39.1.91 URL
[136]	Thapar, A., Collishaw, S., Pine, D. S., & Thapar, A. K. (2012). Depression in adolescence. The Lancet, 379(9820), 1056-1067. doi: 10.1016/S0140-6736(11)60871-4 URL
[137]	* Thomson, K. C., Schonert-Reichl, K. A., & Oberle, E. (2015). Optimism in early adolescence: Relations to individual characteristics and ecological assets in families, schools, and neighborhoods. Journal of Happiness Studies, 16, 889-913. doi: 10.1007/s10902-014-9539-y URL
[138]	* Thornton, B. E. (2020). The impact of internalized, anticipated, and structural stigma on psychological and school outcomes for high school students with learning disabilities: A pilot study. (Unpublished doctoral dissertation). University of California, Los Angeles.
[139]	* Truong, N. L., & Zongrone, A. D. (2022). The role of GSA participation, victimization based on sexual orientation, and race on psychosocial well‐being among LGBTQ secondary school students. Psychology in the Schools, 59(1), 181-207. doi: 10.1002/pits.v59.1 URL
[140]	Vannucci, A., & McCauley Ohannessian, C. (2018). Self- competence and depressive symptom trajectories during adolescence. Journal of Abnormal Child Psychology, 46, 1089-1109. doi: 10.1007/s10802-017-0340-3 pmid: 28852901
[141]	Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of Statistical Software, 36(3), 1-48.
[142]	Viechtbauer, W., & Cheung, M. W. L. (2010). Outlier and influence diagnostics for meta‐analysis. Research Synthesis Methods, 1(2), 112-125. doi: 10.1002/jrsm.11 pmid: 26061377
[143]	World Health Organization. (2023). Depression. Retrieved from https://www.who.int/news-room/fact-sheets/detail/depression.
[144]	* Wright, M. F., & Wachs, S. (2019). Adolescents’ psychological consequences and cyber victimization: The moderation of school-belongingness and ethnicity. International Journal of Environmental Research and Public Health, 16(14), 2493.
[145]	Wright, M. O. D., & Masten, A. S. (2005). Resilience processes in development:Fostering positive adaptation in the context of adversity. In S. Goldstein & R. B. Brooks (Eds.), Handbook of resilience in children (pp. 17-37). Kluwer Academic/Plenum Publishers.
[146]	* Wright, S. (2017). How does coping impact stress, anxiety, and the academic and psychosocial functioning of homeless students? (Unpublished doctoral dissertation). University of Arizona.
[147]	Xu, Z. Z., & Fang, C. C. (2021). The relationship between school bullying and subjective well-being: The mediating effect of school belonging. Frontiers in Psychology, 12, 725542. doi: 10.3389/fpsyg.2021.725542 URL
[148]	Yang, L., Zheng, Y., & Chen, R. (2021). Who has a cushion? The interactive effect of social exclusion and gender on fixed savings. Journal of Consumer Affairs, 55(4), 1398-1415. doi: 10.1111/joca.v55.4 URL
[149]	* Yang, Y., Ma, X., Kelifa, M. O., Li, X., Chen, Z., & Wang, P. (2022). The relationship between childhood abuse and depression among adolescents: The mediating role of school connectedness and psychological resilience. Child Abuse & Neglect, 131, 105760. doi: 10.1016/j.chiabu.2022.105760 URL
[150]	* Zhai, B., Li, D., Li, X., Liu, Y., Zhang, J., Sun, W., & Wang, Y. (2020). Perceived school climate and problematic internet use among adolescents: Mediating roles of school belonging and depressive symptoms. Addictive Behaviors, 110, 106501. doi: 10.1016/j.addbeh.2020.106501 URL
[151]	* Zhang, M. X., Mou, N. L., Tong, K. K., & Wu, A. M. (2018). Investigation of the effects of purpose in life, grit, gratitude, and school belonging on mental distress among Chinese emerging adults. International Journal of Environmental Research and Public Health, 15(10), 2147. doi: 10.3390/ijerph15102147 URL
[152]	* Zhang, Z., Wang, Y., & Zhao, J. (2022). Longitudinal relationships between interparental conflict and adolescent depression: Moderating effects of school connectedness. Child Psychiatry & Human Development, 1-10.
[153]	* Zhao, Y., & Zhao, G. (2015). Emotion regulation and depressive symptoms: Examining the mediation effects of school connectedness in Chinese late adolescents. Journal of Adolescence, 40, 14-23. doi: 10.1016/j.adolescence.2014.12.009 pmid: 25600512
[154]	* Zhou, X., Min, C. J., Kim, A. Y., Lee, R. M., & Wang, C. (2022). Do cross-race friendships with majority and minority peers protect against the effects of discrimination on school belonging and depressive symptoms? International Journal of Intercultural Relations, 91, 242-251. doi: 10.1016/j.ijintrel.2022.10.010 URL

第一作者	发表年份		研究设计	平均年龄			被试人数		女性比例	国家	文化类型	个人主义文化指数	学校联结测量	抑郁测量	文献质量
Jacobson	1999		横断研究	16.10			4604		49.63%	美国	西方文化	91	SCS	CES-D	8
Anderman	2002		横断研究	未报告			20745		未报告	美国	西方文化	91	SCS	其他	6
Loukas	2006		纵向研究	12.24			489		51.00%	美国	西方文化	91	SCS	CDI	9
Ream	2006		纵向研究	15.75			10873		52.00%	美国	西方文化	91	SCS	SOR	12
Gilman	2006		横断研究	14.78			654		55.00%	美国	西方文化	91	PSSM	RADS	7
Shochet	2006		纵向研究	未报告			2022		50.59%	澳大利亚	西方文化	90	PSSM	CDI	10
Kia-Keating	2007		横断研究	15.60			76		46.05%	美国	西方文化	91	PSSM	其他	8
Sun	2007		横断研究	未报告			1358		49.92%	中国	中国文化	20	其他	BDI	6
Shochet	2008		横断研究	15.20			153		50.33%	澳大利亚	西方文化	90	PSSM	CDI	6
Mcmahon	2008		横断研究	17.00			136		39.00%	美国	西方文化	91	PSSM	CDI	6
LaRusso	2008		横断研究	未报告			476		48.80%	美国	西方文化	91	SCS	YRBSS	5
Mcgraw	2008		纵向研究	17.85			941		60.68%	澳大利亚	西方文化	90	PSSM	DASS	8
Tang	2009		横断研究	未报告			10082		未报告	中国	中国文化	20	其他	CSE-D	6
Ross	2010		横断研究	11.42			127		66.14%	美国	西方文化	91	PSSM	CDI	6
Kaminski	2010		横断研究	15.08			4131		51.50%	美国	西方文化	91	SCS	OMDS	6
Prince	2010		横断研究	13			58		0	英国	西方文化	89	PSSM	BYI-II	6
Shochet	2011		纵向研究	14.19			504		45.04%	澳大利亚	西方文化	90	PSSM	CDI	10
Kelly	2012		横断研究	12.00			7372		53.66%	澳大利亚	西方文化	90	其他	CES-D	7
Millings	2012		横断研究	13.43			5022		49.10%	英国	西方文化	89	PSSM	SMFQ	7
杜渐	2012		横断研究	20.65			513		74.85%	中国	中国文化	20	其他	SCL-90	6
Maurizi	2013		横向研究	14.50			202		61.00%	美国	西方文化	91	PSSM	CDI	6
Loukas	2013		纵向研究	12.33			490		53.00%	美国	西方文化	91	SCS	CDI	10
Ernestus	2014		横断研究	11.09			260		61.70%	美国	西方文化	91	SCS	CES-D	6
Gonzalez	2014		横断研究	14.10			179		53.00%	美国	西方文化	91	PSSM	CES-D	5
Joyce	2014		纵向研究	未报告			11852		51.80%	美国	西方文化	91	SCS	CES-D	10
Cupito	2015		横断研究	14.02			191		52.88%	美国	西方文化	91	PSSM	CES-D	7
Zhao	2015		横断研究	16.68			504		62.70%	中国	中国文化	20	PSSM	CES-D	7
Gerard	2015		纵向研究	未报告			675		51.00%	美国	西方文化	91	其他	CES-D	8
Pachucki	2015		纵向研究	12.30			40		62.50%	美国	西方文化	91	SCS	CDI	10
McLaren	2015		横断研究	16.54			82		51.22%	澳大利亚	西方文化	90	SQSS	CES-D	6
Thomson	2015		横断研究	11.72			1250		48.00%	加拿大	西方文化	80	PSCS	SPQ	7
Pang	2015		纵向研究	15.67			4460		53.80%	美国	西方文化	91	SCS	CES-D	10
Gummadam	2016		横断研究	19.33			311		56.00%	美国	西方文化	91	PSSM	CES-D	7
Mrug	2016		横断研究	13.20			594		48.00%	美国	西方文化	91	SCS	MDD	6
Cole-Lewis	2016		横断研究	13.50			161		65.84%	美国	西方文化	91	SCS	RADS	6
Wright	2017		横断研究	未报告			93		67%	美国	西方文化	91	CSCI	DASS	7
Zhang	2018		横断研究	19.29			468		58.30%	中国	中国文化	20	PSSM	DASS	6
Hatchel	2018		纵向研究	15.27			404		45.30%	美国	西方文化	91	PSSM	OMDS	11
Lätsch	2018		纵向研究	14.91			1088		54.67%	德国	西方文化	67	PISA	PHQ	9
Lardier	2019	横断研究			16.55	401		54.70%		美国	西方文化	91	其他	其他	6
Wright	2019	纵向研究			13.89	416		46.00%		美国	西方文化	91	PSSM	CES-D	10
Arango	2019	纵向研究			13.41	142		74.60%		美国	西方文化	91	SCS	RADS	10
Davis	2019	纵向研究			11.23	2718		48.00%		美国	西方文化	91	PSSM	OMDS	11
Burns	2019	横断研究			10.30	200		47.00%		澳大利亚	西方文化	90	其他	CES-D	6
He	2019	横断研究			13.37	6576		42.00%		中国	中国文化	20	SCS	DSRSC	7
Kuo	2019	横断研究			未报告	211		59.60%		中国	中国文化	20	PSSM	CES-D	7
Marksteiner	2019	纵向研究			19.8	86		69.80%		德国	西方文化	67	SBS	其他	11
Fernandez	2019	横断研究			12.10	192		63.40%		美国	西方文化	91	SCS	CES-D	7
Forbes	2019	横断研究			未报告	3678		未报告		澳大利亚	西方文化	90	PSSM	SMFQ	6
Midgett	2019	纵向研究			16.68	42		61.90%		美国	西方文化	91	PSSM	BASC-3	11
陈小莉	2019	横断研究			15.70	834		44.96%		中国	中国文化	20	PSSM	SDS	7
Daley	2019	横断研究			19.93	69		62.32%		美国	西方文化	91	PSSM	CCAPS-34	6
Hsieh	2019	横断研究			未报告	6445		52%		中国	中国文化	20	其他	CES-D	6
Thornton	2020	横断研究			16.7	40		32.5%		美国	西方文化	91	PSSM	CES-D	6
方敏	2020	横断研究			10.8	806		38.00%		中国	中国文化	20	PSSM	DSRSC	6
覃小琼	2020	横断研究			13.59	744		48.40%		中国	中国文化	20	SCS	BDI	6
阿依孜巴	2020	横断研究			未报告	788		50.38%		中国	中国文化	20	PSSM	SDS	7
Parr	2020	横断研究			14.49	502		54.60%		澳大利亚	西方文化	90	PSSM	CDI	6
Zhai	2020	横断研究			13.53	2758		54.00%		中国	中国文化	20	SBS	CDI	6
Bakhtiari	2020	横断研究			15.56	121		54.00%		美国	西方文化	91	ESB	CDI	7
Klinck	2020	纵向研究			12.73	1344		51.00%		美国	西方文化	91	PCS	CES-D	11
Dansby	2020	纵向研究			14.93	7106		50.50%		美国	西方文化	91	SCS	CES-D	10
Pierre	2020	纵向研究			15.33	119		0		美国	西方文化	91	PSSM	DASS	12
Lee	2021	横断研究			15.39	7333		50.80%		韩国	其他	18	其他	其他	6
Eugene	2021	横断研究			15.50	2467		50.00%		美国	西方文化	91	CDS	CES-D	7
Eugene	2021	横断研究			15.60	2590		49.00%		美国	西方文化	91	CDS	CES-D	7
Choi	2021	横断研究			未报告	3437		未报告		美国	西方文化	91	CDS	CES-D	6
Jin	2021	横断研究			20.09	847		77.60%		中国	中国文化	20	PSSM	DASS	6
Raymond-Flesch	2021	横断研究			未报告	599		未报告		美国	西方文化	91	SCS	PHQ	6
Zhang	2022	纵向研究			12.17	867		46.25%		中国	中国文化	20	SCS	CES-D	11
Yang	2022	横断研究			16.30	1607		46.90%		中国	中国文化	20	SCS	CES-D	7
Arango	2022	纵向研究			13.50	163		66.50%		美国	西方文化	91	SCS	RADS	11
Baker	2023	横断研究			未报告	4115		50.86%		美国	西方文化	91	SCS	RADS	8
Truong	2022	横断研究			16.00	11164		未报告		美国	西方文化	91	PSSM	CES-D	7
Goering	2022	纵向研究			15.40	704		48.00%		美国	西方文化	91	其他	MDD	10
覃小琼	2022	横断研究			14.51	402		52.00%		中国	中国文化	20	SCS	BDI	6
Bouchard	2022	纵向研究			15.22	638		59.00%		加拿大	西方文化	80	SAS	PSI	11
Zhou	2022	横断研究			23.64	219		未报告		韩国	其他	18	SCS	CES-D	8
赵子薇	2022	横断研究			未报告	692		45.50%		中国	中国文化	20	SBS-C	CDI	6
孙亚东	2022	纵向研究			14.53	1194		54.69%		中国	中国文化	20	SCS	DSRSC	12
赵姒	2022	纵向研究			16.17	905		54.70%		中国	中国文化	20	SCS	CES-D	7
Datu	2023	横断研究			14.30	1287		53.00%		菲律宾	其他	32	PSSM	CES-D	6
Choi	2023	横断研究			15.39	654		50.46%		美国	西方文化	91	其他	CES-D	8
温丽影	2023	横断研究			19.47	2378		55.13%		中国	中国文化	20	其他	DASS	6
Hayre	2023	横断研究			13.98	480		60.41%		加拿大	西方文化	80	SCS	BCFPI	8
Liu	2023	横断研究			13.16	1006		51.78%		中国	中国文化	20	SES	CES-D	6
邢强	2023	横断研究			13.59	2102		52.00%		中国	中国文化	20	SES	DASS	6

第一作者	发表年份		研究设计	平均年龄			被试人数		女性比例	国家	文化类型	个人主义文化指数	学校联结测量	抑郁测量	文献质量
Jacobson	1999		横断研究	16.10			4604		49.63%	美国	西方文化	91	SCS	CES-D	8
Anderman	2002		横断研究	未报告			20745		未报告	美国	西方文化	91	SCS	其他	6
Loukas	2006		纵向研究	12.24			489		51.00%	美国	西方文化	91	SCS	CDI	9
Ream	2006		纵向研究	15.75			10873		52.00%	美国	西方文化	91	SCS	SOR	12
Gilman	2006		横断研究	14.78			654		55.00%	美国	西方文化	91	PSSM	RADS	7
Shochet	2006		纵向研究	未报告			2022		50.59%	澳大利亚	西方文化	90	PSSM	CDI	10
Kia-Keating	2007		横断研究	15.60			76		46.05%	美国	西方文化	91	PSSM	其他	8
Sun	2007		横断研究	未报告			1358		49.92%	中国	中国文化	20	其他	BDI	6
Shochet	2008		横断研究	15.20			153		50.33%	澳大利亚	西方文化	90	PSSM	CDI	6
Mcmahon	2008		横断研究	17.00			136		39.00%	美国	西方文化	91	PSSM	CDI	6
LaRusso	2008		横断研究	未报告			476		48.80%	美国	西方文化	91	SCS	YRBSS	5
Mcgraw	2008		纵向研究	17.85			941		60.68%	澳大利亚	西方文化	90	PSSM	DASS	8
Tang	2009		横断研究	未报告			10082		未报告	中国	中国文化	20	其他	CSE-D	6
Ross	2010		横断研究	11.42			127		66.14%	美国	西方文化	91	PSSM	CDI	6
Kaminski	2010		横断研究	15.08			4131		51.50%	美国	西方文化	91	SCS	OMDS	6
Prince	2010		横断研究	13			58		0	英国	西方文化	89	PSSM	BYI-II	6
Shochet	2011		纵向研究	14.19			504		45.04%	澳大利亚	西方文化	90	PSSM	CDI	10
Kelly	2012		横断研究	12.00			7372		53.66%	澳大利亚	西方文化	90	其他	CES-D	7
Millings	2012		横断研究	13.43			5022		49.10%	英国	西方文化	89	PSSM	SMFQ	7
杜渐	2012		横断研究	20.65			513		74.85%	中国	中国文化	20	其他	SCL-90	6
Maurizi	2013		横向研究	14.50			202		61.00%	美国	西方文化	91	PSSM	CDI	6
Loukas	2013		纵向研究	12.33			490		53.00%	美国	西方文化	91	SCS	CDI	10
Ernestus	2014		横断研究	11.09			260		61.70%	美国	西方文化	91	SCS	CES-D	6
Gonzalez	2014		横断研究	14.10			179		53.00%	美国	西方文化	91	PSSM	CES-D	5
Joyce	2014		纵向研究	未报告			11852		51.80%	美国	西方文化	91	SCS	CES-D	10
Cupito	2015		横断研究	14.02			191		52.88%	美国	西方文化	91	PSSM	CES-D	7
Zhao	2015		横断研究	16.68			504		62.70%	中国	中国文化	20	PSSM	CES-D	7
Gerard	2015		纵向研究	未报告			675		51.00%	美国	西方文化	91	其他	CES-D	8
Pachucki	2015		纵向研究	12.30			40		62.50%	美国	西方文化	91	SCS	CDI	10
McLaren	2015		横断研究	16.54			82		51.22%	澳大利亚	西方文化	90	SQSS	CES-D	6
Thomson	2015		横断研究	11.72			1250		48.00%	加拿大	西方文化	80	PSCS	SPQ	7
Pang	2015		纵向研究	15.67			4460		53.80%	美国	西方文化	91	SCS	CES-D	10
Gummadam	2016		横断研究	19.33			311		56.00%	美国	西方文化	91	PSSM	CES-D	7
Mrug	2016		横断研究	13.20			594		48.00%	美国	西方文化	91	SCS	MDD	6
Cole-Lewis	2016		横断研究	13.50			161		65.84%	美国	西方文化	91	SCS	RADS	6
Wright	2017		横断研究	未报告			93		67%	美国	西方文化	91	CSCI	DASS	7
Zhang	2018		横断研究	19.29			468		58.30%	中国	中国文化	20	PSSM	DASS	6
Hatchel	2018		纵向研究	15.27			404		45.30%	美国	西方文化	91	PSSM	OMDS	11
Lätsch	2018		纵向研究	14.91			1088		54.67%	德国	西方文化	67	PISA	PHQ	9
Lardier	2019	横断研究			16.55	401		54.70%		美国	西方文化	91	其他	其他	6
Wright	2019	纵向研究			13.89	416		46.00%		美国	西方文化	91	PSSM	CES-D	10
Arango	2019	纵向研究			13.41	142		74.60%		美国	西方文化	91	SCS	RADS	10
Davis	2019	纵向研究			11.23	2718		48.00%		美国	西方文化	91	PSSM	OMDS	11
Burns	2019	横断研究			10.30	200		47.00%		澳大利亚	西方文化	90	其他	CES-D	6
He	2019	横断研究			13.37	6576		42.00%		中国	中国文化	20	SCS	DSRSC	7
Kuo	2019	横断研究			未报告	211		59.60%		中国	中国文化	20	PSSM	CES-D	7
Marksteiner	2019	纵向研究			19.8	86		69.80%		德国	西方文化	67	SBS	其他	11
Fernandez	2019	横断研究			12.10	192		63.40%		美国	西方文化	91	SCS	CES-D	7
Forbes	2019	横断研究			未报告	3678		未报告		澳大利亚	西方文化	90	PSSM	SMFQ	6
Midgett	2019	纵向研究			16.68	42		61.90%		美国	西方文化	91	PSSM	BASC-3	11
陈小莉	2019	横断研究			15.70	834		44.96%		中国	中国文化	20	PSSM	SDS	7
Daley	2019	横断研究			19.93	69		62.32%		美国	西方文化	91	PSSM	CCAPS-34	6
Hsieh	2019	横断研究			未报告	6445		52%		中国	中国文化	20	其他	CES-D	6
Thornton	2020	横断研究			16.7	40		32.5%		美国	西方文化	91	PSSM	CES-D	6
方敏	2020	横断研究			10.8	806		38.00%		中国	中国文化	20	PSSM	DSRSC	6
覃小琼	2020	横断研究			13.59	744		48.40%		中国	中国文化	20	SCS	BDI	6
阿依孜巴	2020	横断研究			未报告	788		50.38%		中国	中国文化	20	PSSM	SDS	7
Parr	2020	横断研究			14.49	502		54.60%		澳大利亚	西方文化	90	PSSM	CDI	6
Zhai	2020	横断研究			13.53	2758		54.00%		中国	中国文化	20	SBS	CDI	6
Bakhtiari	2020	横断研究			15.56	121		54.00%		美国	西方文化	91	ESB	CDI	7
Klinck	2020	纵向研究			12.73	1344		51.00%		美国	西方文化	91	PCS	CES-D	11
Dansby	2020	纵向研究			14.93	7106		50.50%		美国	西方文化	91	SCS	CES-D	10
Pierre	2020	纵向研究			15.33	119		0		美国	西方文化	91	PSSM	DASS	12
Lee	2021	横断研究			15.39	7333		50.80%		韩国	其他	18	其他	其他	6
Eugene	2021	横断研究			15.50	2467		50.00%		美国	西方文化	91	CDS	CES-D	7
Eugene	2021	横断研究			15.60	2590		49.00%		美国	西方文化	91	CDS	CES-D	7
Choi	2021	横断研究			未报告	3437		未报告		美国	西方文化	91	CDS	CES-D	6
Jin	2021	横断研究			20.09	847		77.60%		中国	中国文化	20	PSSM	DASS	6
Raymond-Flesch	2021	横断研究			未报告	599		未报告		美国	西方文化	91	SCS	PHQ	6
Zhang	2022	纵向研究			12.17	867		46.25%		中国	中国文化	20	SCS	CES-D	11
Yang	2022	横断研究			16.30	1607		46.90%		中国	中国文化	20	SCS	CES-D	7
Arango	2022	纵向研究			13.50	163		66.50%		美国	西方文化	91	SCS	RADS	11
Baker	2023	横断研究			未报告	4115		50.86%		美国	西方文化	91	SCS	RADS	8
Truong	2022	横断研究			16.00	11164		未报告		美国	西方文化	91	PSSM	CES-D	7
Goering	2022	纵向研究			15.40	704		48.00%		美国	西方文化	91	其他	MDD	10
覃小琼	2022	横断研究			14.51	402		52.00%		中国	中国文化	20	SCS	BDI	6
Bouchard	2022	纵向研究			15.22	638		59.00%		加拿大	西方文化	80	SAS	PSI	11
Zhou	2022	横断研究			23.64	219		未报告		韩国	其他	18	SCS	CES-D	8
赵子薇	2022	横断研究			未报告	692		45.50%		中国	中国文化	20	SBS-C	CDI	6
孙亚东	2022	纵向研究			14.53	1194		54.69%		中国	中国文化	20	SCS	DSRSC	12
赵姒	2022	纵向研究			16.17	905		54.70%		中国	中国文化	20	SCS	CES-D	7
Datu	2023	横断研究			14.30	1287		53.00%		菲律宾	其他	32	PSSM	CES-D	6
Choi	2023	横断研究			15.39	654		50.46%		美国	西方文化	91	其他	CES-D	8
温丽影	2023	横断研究			19.47	2378		55.13%		中国	中国文化	20	其他	DASS	6
Hayre	2023	横断研究			13.98	480		60.41%		加拿大	西方文化	80	SCS	BCFPI	8
Liu	2023	横断研究			13.16	1006		51.78%		中国	中国文化	20	SES	CES-D	6
邢强	2023	横断研究			13.59	2102		52.00%		中国	中国文化	20	SES	DASS	6

调节变量	k	Intercept/mean z (95% CI)	β (95% CI)	Mean r	F	p	水平2方差	水平3方差
研究对象特征
女性比例	199	−0.33 (−0.39, −0.28)^***	−0.00 (−0.00, −0.00)^*	−	4.84	0.029	0.01^***	0.02^***
平均年龄	177	−0.37 (−0.42, −0.33)^***	0.01 (−0.00, 0.02)	−	3.83	0.052	0.01^***	0.03^***
研究背景特征
发表年份	206	−0.38 (−0.41, −0.34)^***	0.00 (−0.00, 0.01)	−	1.67	0.198	0.01^***	0.02^***
文化类型
中国文化	31	−0.40 (−0.48, −0.32)^***		−0.42	0.44	0.509	0.01^***	0.02^***
西方文化	172	−0.37 (−0.42, −0.32)^***	0.03 (−0.06, 0.13)	−0.39
研究的测量因素
数据收集点类型
横断数据	121	−0.40 (−0.44, −0.36) ^***		−0.42	58.75	<0.001	0.01^***	0.02^***
纵向数据	85	−0.27 (−0.31, −0.22) ^***	0.14 (0.10, 0.17)	−0.27
学校联结的测量
PSSM	94	−0.45 (−0.52, −0.38)^***		−0.48	2.09	0.13	0.01^***	0.03^***
SCS	56	−0.34 (−0.42, −0.27)^***	0.11 (0.00, 0.21)^*	−0.36
SBS	16	−0.39 (−0.73, −0.05)^*	0.06 (−0.29, 0.41)	−0.41
抑郁的测量
CES-D	48	−0.35 (−0.41, −0.29)^***		−0.37	6.83	<0.001	0.01^***	0.01^***
CDI	44	−0.55 (−0.64, −0.47)^***	−0.20 (−0.31, −0.10)^***	−0.62
RADS	8	−0.41 (−0.57, −0.24)^***	−0.06 (−0.24, 0.13)	−0.43
OMDS	35	−0.15 (−0.30, 0.00)^*	0.20 (0.04, 0.36)^*	−0.15
MFQ	7	−0.30 (−0.45, −0.16)^***	0.05 (−0.11, 0.20)	−0.31

调节变量	k	Intercept/mean z (95% CI)	β (95% CI)	Mean r	F	p	水平2方差	水平3方差
研究对象特征
女性比例	199	−0.33 (−0.39, −0.28)^***	−0.00 (−0.00, −0.00)^*	−	4.84	0.029	0.01^***	0.02^***
平均年龄	177	−0.37 (−0.42, −0.33)^***	0.01 (−0.00, 0.02)	−	3.83	0.052	0.01^***	0.03^***
研究背景特征
发表年份	206	−0.38 (−0.41, −0.34)^***	0.00 (−0.00, 0.01)	−	1.67	0.198	0.01^***	0.02^***
文化类型
中国文化	31	−0.40 (−0.48, −0.32)^***		−0.42	0.44	0.509	0.01^***	0.02^***
西方文化	172	−0.37 (−0.42, −0.32)^***	0.03 (−0.06, 0.13)	−0.39
研究的测量因素
数据收集点类型
横断数据	121	−0.40 (−0.44, −0.36) ^***		−0.42	58.75	<0.001	0.01^***	0.02^***
纵向数据	85	−0.27 (−0.31, −0.22) ^***	0.14 (0.10, 0.17)	−0.27
学校联结的测量
PSSM	94	−0.45 (−0.52, −0.38)^***		−0.48	2.09	0.13	0.01^***	0.03^***
SCS	56	−0.34 (−0.42, −0.27)^***	0.11 (0.00, 0.21)^*	−0.36
SBS	16	−0.39 (−0.73, −0.05)^*	0.06 (−0.29, 0.41)	−0.41
抑郁的测量
CES-D	48	−0.35 (−0.41, −0.29)^***		−0.37	6.83	<0.001	0.01^***	0.01^***
CDI	44	−0.55 (−0.64, −0.47)^***	−0.20 (−0.31, −0.10)^***	−0.62
RADS	8	−0.41 (−0.57, −0.24)^***	−0.06 (−0.24, 0.13)	−0.43
OMDS	35	−0.15 (−0.30, 0.00)^*	0.20 (0.04, 0.36)^*	−0.15
MFQ	7	−0.30 (−0.45, −0.16)^***	0.05 (−0.11, 0.20)	−0.31

第一作者	发表年份	标准1	标准2	标准3	标准4	标准5	标准6	标准7	标准8	标准9	标准10	标准11	标准12	标准13	标准14	质量得分
Jacobson	1999	Y	Y	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	Y	NA	8
Anderman	2002	Y	Y	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Loukas	2006	Y	Y	Y	Y	N	Y	Y	Y	Y	N	Y	N	N	N	9
Ream	2006	Y	Y	Y	Y	Y	Y	Y	Y	Y	Y	Y	N	Y	N	12
Gilman	2006	Y	Y	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	7
Shochet	2006	Y	Y	Y	N	N	Y	Y	Y	Y	Y	Y	N	Y	N	10
Kia-Keating	2007	Y	Y	Y	Y	Y	NA	NA	Y	Y	NA	Y	NA	NA	NA	8
Sun	2007	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Shochet	2008	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Mcmahon	2008	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
LaRusso	2008	Y	N	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	5
Mcgraw	2008	Y	Y	Y	N	N	Y	Y	Y	Y	N	Y	N	N	N	8
Prince	2010	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Ross	2010	Y	Y	N	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Shochet	2011	Y	Y	Y	N	N	Y	Y	Y	Y	Y	Y	N	Y	N	10
Kelly	2012	Y	Y	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	7
Maurizi	2013	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Cupito	2015	Y	Y	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	7
Ernestus	2014	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Gonzalez	2014	Y	Y	N	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	5
Joyce	2014	Y	Y	Y	Y	N	Y	Y	Y	Y	N	Y	N	Y	N	10
Zhao	2015	Y	Y	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	7
Gerard	2015	Y	Y	Y	N	N	Y	Y	Y	Y	N	Y	N	N	N	8
Pachucki	2015	Y	Y	Y	Y	N	Y	Y	N	Y	Y	Y	N	Y	N	10
Gummadam	2016	Y	Y	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	7
McLaren	2015	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Mrug	2016	Y	N	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Cole-Lewis	2016	Y	N	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Wright	2017	Y	Y	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	7
Daley	2019	Y	Y	N	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Hsieh	2019	Y	Y	N	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Thornton	2020	Y	Y	N	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Zhang	2018	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Lardier	2019	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Hatchel	2018	Y	Y	Y	Y	N	Y	Y	Y	Y	Y	Y	N	Y	N	11
Lätsch	2018	Y	Y	Y	N	N	Y	Y	Y	Y	Y	Y	N	N	N	9
Davis	2019	Y	Y	Y	Y	N	Y	Y	Y	Y	Y	Y	N	Y	N	11
Kuo	2019	Y	Y	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	7
Marksteiner	2019	Y	Y	Y	Y	N	Y	Y	Y	Y	Y	Y	N	Y	N	11
Parr	2020	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Zhai	2020	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Jin	2021	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Truong	2022	Y	Y	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	7
Datu	2023	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Wright	2019	Y	Y	Y	Y	N	Y	Y	Y	Y	N	Y	N	Y	N	10
Bakhtiari	2020	Y	Y	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	7
Arango	2019	Y	Y	Y	Y	N	Y	Y	Y	Y	Y	Y	N	N	N	10
Klinck	2020	Y	Y	Y	Y	N	Y	Y	Y	Y	Y	Y	N	Y	N	11
Dansby	2020	Y	Y	Y	Y	N	Y	Y	Y	Y	N	Y	N	Y	N	10
Eugene	2021	Y	Y	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	7
Eugene	2021	Y	Y	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	7
Choi	2021	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Zhang	2022	Y	Y	Y	Y	N	Y	Y	Y	Y	Y	Y	N	Y	N	11
Yang	2022	Y	Y	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	7
Arango	2022	Y	Y	Y	Y	N	Y	Y	Y	Y	Y	Y	N	Y	N	11
Baker	2022	Y	Y	Y	Y	Y	NA	NA	Y	Y	NA	Y	NA	NA	NA	8
Pierre	2020	Y	Y	Y	Y	N	Y	Y	Y	Y	N	Y	Y	Y	Y	12
Kaminski	2010	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Loukas	2013	Y	Y	Y	N	N	Y	Y	Y	Y	Y	Y	N	Y	N	10
Fernandez	2019	Y	Y	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	7
Choi	2023	Y	Y	Y	Y	Y	NA	NA	Y	Y	NA	Y	NA	NA	NA	8
Millings	2012	Y	Y	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	7
Goering	2022	Y	Y	Y	Y	N	Y	Y	Y	Y	Y	Y	N	N	N	10
Thomson	2015	Y	Y	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	7
温丽影	2023	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
覃小琼	2022	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Lee	2021	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Burns	2019	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
He	2019	Y	Y	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	7
Bouchard	2022	Y	Y	Y	Y	N	Y	Y	Y	Y	Y	Y	N	Y	N	11
杜渐	2012	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Zhou	2022	Y	Y	Y	Y	Y	NA	NA	Y	Y	NA	Y	NA	NA	NA	8
Forbes	2019	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Midgett	2019	Y	Y	Y	N	N	Y	Y	Y	Y	Y	Y	Y	Y	N	11
Raymond‐Flesch	2021	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Tang	2009	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
Hayre	2023	Y	Y	Y	Y	Y	NA	NA	Y	Y	NA	Y	NA	NA	NA	8
Liu	2023	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
邢强	2023	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
赵子薇	2022	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
方敏	2020	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
陈小莉	2019	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	7	Y	Y
孙亚东	2022	Y	Y	Y	Y	Y	Y	Y	Y	Y	N	Y	N	12	Y	Y
赵姒	2022	Y	Y	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	7
覃小琼	2020	Y	Y	Y	N	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	6
阿依孜巴	2020	Y	Y	Y	Y	N	NA	NA	Y	Y	NA	Y	NA	NA	NA	7
Pang	2015	Y	Y	Y	Y	N	Y	Y	Y	Y	N	Y	Y	N	N	10