The present research examined how school contexts shape the extent to which beliefs about the potential for change (implicit theories) interact with social adversity to predict depressive symptoms. A preregistered multilevel regression analysis using data from 6,237 ninth‐grade adolescents in 25 U.S. high schools showed a three‐way interaction: Implicit theories moderated the associations between victimization and depressive symptoms only in schools with high levels of school‐level victimization, but not in schools with low victimization levels. In high‐victimization schools, adolescents who believed that people cannot change (an entity theory of personality) were more depressed when they were victimized more frequently. Thus, the mental health correlates of adolescents’ implicit theories depend on both personal experiences and the norms in the context.

中文翻译：

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学校情境如何塑造青少年的信念，同伴被害和抑郁症状之间的关系。

本研究调查了学校情境如何塑造关于潜在变化的信念（内隐理论）与社会逆境相互作用以预测抑郁症状的程度。使用来自美国25所中学的6,237名九年级青少年的数据进行的预注册多级回归分析显示出三方面的相互作用：隐性理论仅缓解了学校受害程度较高的学校中受害与抑郁症状之间的联系，而没有受害程度较低的学校。在高受害者的学校中，那些认为人们无法改变的青少年（一种人格的实体理论）在遭受更多伤害时会更加沮丧。从而，