Does perceived parental knowledge reduce subsequent depression in adolescents? Explanations of parent–adolescent coliving time and basic psychological needs satisfaction

Examining the impact of basic psychological needs satisfaction (BPNS) and parent-adolescent coliving time on the longitudinal link between perceived parental knowledge and adolescent depression, this study integrated the ecological systems theory of human development with self-determination theory. A total of 563 Chinese middle and high school students (M_age = 13.70 ± 1.54 years; 47.8% boys) completed three-wave questionnaire over an 18-month period. The results revealed two pathways through which perceived parental knowledge reduced depression: (M1) perceived parental knowledge → autonomy satisfaction → competence satisfaction → lower depression, and (M2) perceived parental knowledge → relatedness satisfaction → competence satisfaction → lower depression. The results showed that BPNS explains the link between perceived parental knowledge and depression, underscoring the importance of competence. Moreover, the strength of perceived parental knowledge effects varied across contexts and developmental stages, being stronger among adolescents who reported longer parent-adolescent time and among seventh graders (compared with 10th graders). Notably, in low parent-adolescent time and older adolescent groups, perceived parental knowledge showed a positive direct association with depression, suggesting that when parental involvement is limited or developmentally incongruent, perceived parental knowledge may be perceived as intrusive rather than supportive. These findings deepen our understanding of the impact of perceived parental knowledge on adolescent psychological needs and depression.