The network analysis of anxiety, depression and academic burnout symptom relationships throughout early, middle, and late adolescence

Abstract Background Previous research has explored the associations between anxiety, depression, and academic burnout primarily from a variable‐level perspective. However, there is limited understanding of which symptoms might play a significant role in anxiety, depression, and academic burnout among adolescents at different stages. Methods This study included 7,286 adolescents aged 10 to 18. Questionnaires assessed participants' anxiety, depression, and academic burnout. Network analysis was conducted on the overall sample and segmented by early, middle, and late adolescence to explore relationships between symptoms and variations in symptom expression across these stages, aiming to propose effective interventions targeting anxiety, depression, and academic burnout symptoms in early, middle, and late adolescence. Results The study found that “feeling that studying is meaningless” emerged as a core symptom in the overall sample. Additionally, “acting or speaking slowly” emerged as a core symptom in early adolescence, while “the thought of dying or hurting” and “feeling bad about yourself, letting your family down” were prominent in middle adolescence, and “easily annoyed or irritable” and “feeling tired” may be prioritized in late adolescence. The varying central symptoms across different adolescent stages suggest the need for targeted interventions. Conclusion These findings underscore the importance of interventions tailored to specific symptoms to meet the unique needs of adolescents at different developmental stages.