¿La escuela privada reduce el riesgo de depresión juvenil? Un estudio transversal en Puerto Rico

Eduardo Cumba-Avilés, Francarlo Valcárcel-Benítez, Gladys Crespo-Ramos, Vidalina Feliciano-López

Resumen


Aunque comúnmente se cree que la educación privada facilita alcanzar mejores logros académicos y oportunidades universitarias o laborales, la literatura sobre la depresión por tipo de escuela no es conclusiva. Exploramos diferencias en sintomatología depresiva (SD) e indicadores asociados en 621 jóvenes (12-18 años) de escuelas públicas y privadas de la región de San Juan. Completaron el Inventario para la Evaluación del Espectro de la Sintomatología Depresiva y el Children’s Depression Inventory. Usamos análisis multivariados y univariados de covarianza para comparar su SD y autoeficacia para la depresión (AED) por tipo de escuela en las 2 semanas (U2S) y los 6 meses más recientes, ajustando por nivel socio-económico familiar percibido y otras variables. Quienes asistían a aulas privadas reportaron más SD en ambos períodos de tiempo y sus contrapartes tuvieron más AED en las U2S. Utilizando el Chi-cuadrado y el Odds Ratio, analizamos la asociación entre el tipo de escuela y otros indicadores relevantes. En análisis univariados y ajustados, quienes estudiaban en aulas privadas tuvieron mayor propensión a mostrar indicadores de depresión. Sin que ello implique causalidad, estudiar en aulas privadas se asoció a mayor severidad en sintomatología y propensión a indicadores de depresión. Discutimos posibles explicaciones e implicaciones de estos hallazgos.


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Referencias


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