Abstract
Depressed adolescents often face challenges in resuming schooling, with gender differences and psychological factors influencing their intentions. This study aimed to investigate the mediating role of academic self-efficacy in the relationship between gender and the intention to resume schooling. Using convenience sampling, 295 school-suspended depressed adolescents (aged 12-18; mean age 15.84 ± 1.49; 75 males, 220 females) completed the General Situation Questionnaire, Questionnaire on the Intention to Resume Schooling, Kutcher Adolescent Depression Scale, and Academic Self-efficacy Questionnaire. Data were analyzed via SPSS 27.0.1 and R 4.4.3 software. Mediation analysis was performed using logistic regression modeling. The results showed that 42.70% (126/295) of participants intended to resume schooling. Gender disparities emerged in both intention to resume schooling (χ(2) = 18.63, p < 0.001) and academic self-efficacy (Z = 2.31, p < 0.001) among depressed adolescents. Additionally, academic self-efficacy significantly differed across intention to resume schooling (Z = 3.05, p < 0.001). Gender differences in resumption intention were partially mediated by academic self-efficacy (effect = -0.18, 42.86% of total effect), with a direct gender effect of -0.24 (57.14%). These findings suggest that the gender of depressed adolescents not only directly affects their intention to resume schooling, but also indirectly affects their intention to resume schooling through academic self-efficacy.