The relationship between parental characteristics

The gap

Evidence profile

Sourced from the stated research gap and future work and discussion of the source papers, classified as general, drawn from work published between 1981 and 2025, spanning 4 journals. Those papers have been cited 22 times in total.

Supporting evidence — 5 representative gaps

• A Systematic Review and Meta‐Analysis of the Association Between Childhood Maltreatment and Adult Depression (2025) · Acta Psychiatrica Scandinavica · cited 22× · doi

  There is a paucity of reviews examining the strength of the association between childhood maltreatment and depression. The current study addresses the limitations of previous research by providing a comprehensive review and meta-analysis of the association between childhood maltreatment and adult depression.

  generalstated research gap
  Keywords: there paucity reviews examining strength association between childhood
• Parental reports of depressives (1981) · Journal of Affective Disorders · doi

  The relationship between parental characteristics and depression is complex and not fully understood. Prior studies have found inconsistent results. The study aims to address this gap by examining the associations between parental characteristics and depression using the PBI.

  generalstated research gap
  Keywords: relationship between parental characteristics depression complex fully understood
• An Examination of the Association between Social relationships and depression in early adolescence (1985) · Journal of Applied Developmental Psychology · doi

  Prior work has focused on the criteria for the diagnosis of childhood depression, but the association between social relationships and depression in early adolescence is not well understood. The study aims to fill this gap by examining the association between social relationships and depression in early adolescence.

  generalstated research gap
  Keywords: prior work has focused criteria diagnosis childhood depression
• Social-cognitive and cognitive correlates of depression in children (1984) · Journal of Abnormal Child Psychology · doi

  A major reason for the confusing picture of childhood depression, as described in the literature, is the lack of a developmental framework from which childhood depression is assessed. Several recent seminal articles have emphasized the importance (both empirical and heuristic) of using a developmental framework in studying childhood depression (Anthony, 1975; Bemporad, 1978a, 1978b Malmquist, 1977; Philips, 1979). The great majority of empirical studies have made no attempt even to assess developmental differences (let alone developmental change) in depressive symptomatology. Children aged 6 through 13 are typically lumped t0gethe L and only a few studies even perform post hoc analyses on the differences be- tween younger and older children. Yet it is clear that younger and older children are different both in terms of structural cognitive-developmental levels (e.g., Piaget & Inhelder, 1969), andin terms of the different ecological/cognitive/so- cial situations they face (e.g., entry into school, entry into adolescence, and the increasing importance of peers). While depression has been described in infants (Bowlby, 1969; Engel & Reichsman, 1956; Spitz, 1946), in young children (Frommer, Mendelson, & Reid, 1972; Mahler, 1966; Poznanski & Zrull, 1970), and in older children (Cytryn & McKnew, 1972; McConville, Boag, & Purohit, 1973; Nissen, 1971; Renshaw, 1974; Toolan, 1962), no systematic research (either assess- ment or experimental)has attempted to assess specifically developmental differences in depression and its accompanying social-cognitive correlates in children during the elementary and junior high school years. We selected three age groups for study: first-, fourth-, and eighth-graders. These grade levels were selected not only because structural cognitive/developmental changes are occurring (e.g., Piaget & Inhelder, 1969) but also because children at these grade levels face different, critical, ecological transitions: First-graders face entry into the system of formal schooling; fourth-graders face an important curricular transition in reading-from an emphasis on decoding to an emphasis on comprehension; eighth-graders are typically, affected in the transition into adolescence and its associated emphasis on peer group comparisons.

  generalfuture work
  Keywords: developmental children depression cognitive face graders childhood assess differences older different levels entry emphasis described
• Social-cognitive and cognitive correlates of depression in children (1984) · Journal of Abnormal Child Psychology · doi

  , family, school, peer groups) that play a crucial role in the development and expres- sion of children's cognitive, behavior, and affective processes needs to be examined more critically. It should be noted that the present study is limited by the nature of its definitions of depression.

  generaldiscussion
  Keywords: family school peer groups play crucial role development expres sion children cognitive behavior affective processes

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