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1.
This study used latent growth modeling to investigate longitudinal relationships between self-system processes and depressive symptoms among maltreated (n = 142) and nonmaltreated children (n = 109) aged 6-11 years. On average, self-esteem and self-agency increased and depressive symptoms decreased over time. Multivariate growth modeling indicated that, regardless of gender, physical abuse was negatively related to initial levels of self-esteem, and physical abuse and physical neglect were positively associated with initial levels of depressive symptoms. Emotional maltreatment was predictive of changes in self-esteem and changes in depressive symptoms. Initial levels of self-esteem were negatively associated with initial levels of depressive symptoms. The findings contribute to enhancing our understanding of the developmental processes whereby early maltreatment experiences are linked to later maladjustment.  相似文献   

2.
The present research examined the role of maladaptive self-regulatory beliefs as vulnerability factors for academic and emotional difficulties during the transition to middle school. A short-term longitudinal design was employed to follow two groups of early adolescents: 187 adolescents who experienced a school transition between the fifth and sixth grades, and 142 adolescents who did not experience a school transition between the fifth and sixth grades. Adolescents completed measures of perceptions of academic control and importance of academic success, experience of chronic academic strain, daily school hassles, and depressive symptoms. Teachers reported on students' academic engagement, including levels of helpless behavior, effort, and academic performance. Consistent with the proposed model of self-regulation, maladaptive self-regulatory beliefs (i.e., decreased perceptions of academic control and importance) predicted individual differences in perceived school-related stress and depressive symptoms over the course of the middle school transition, but were not associated with academic and emotional difficulties in adolescents who remained in a stable school environment. Moreover, a self-regulatory sequence was identified proceeding from maladaptive self-regulatory beliefs, to academic disengagement, to enhanced perceptions of school-related stress, to depressive symptoms. This study bridges prior theory and research concerning the psychological impact of normative developmental transitions, the developmental context of depression, and the associations among self-regulatory beliefs, achievement-related behavior, and emotional experience.  相似文献   

3.
OBJECTIVE: To investigate whether there are measurable gender differences in self-esteem and depression in elementary school-age children who have witnessed domestic violence. METHOD: Forty-five elementary school-age children who were identified as having witnessed domestic violence, and their teachers were surveyed for self-esteem, depression, and classroom behaviors. The results were compared between males and females using linear regression modeling. RESULTS: No significant gender differences were found for self-esteem and depression. An interaction between gender and post-traumatic stress was found to play a significant role in the interpretation of the results. CONCLUSIONS: Results indicated that higher levels of symptoms indicative of post-traumatic stress were associated with greater numbers of depressive symptoms and lower self-esteem for boys who had witnessed domestic violence. The results appeared similar to previous work with children and their emotional reactions to divorce.  相似文献   

4.
目的:调查理工科院校抑郁症状大学生的攻击性特点。方法:首先运用Beck抑郁问卷筛选抑郁症状大学生,其次运用自编抑郁症状大学生攻击性特点问卷调查研究抑郁症状大学生的攻击性特点;结果:抑郁症状大学生的攻击性在不同的因子上存在着显著的性别差异;抑郁症状大学生的攻击性特点在年级上没有表现出过多的显著差异,统计学意义不大;抑郁症状大学生的攻击性在专业方面有非常显著的差异,主要表现为艺术专业学生的攻击性要强于文科和理工科学生。结论:不同性别抑郁症状大学生的攻击性方式有显著差异;年级因素在抑郁症状大学生的攻击性方面没有表现出显著差异,不同专业的抑郁症状大学生的攻击性有极其显著差异。  相似文献   

5.
Self-esteem and Academic Achievement Among Adolescents   总被引：1，自引：0，他引：1  
The main purpose of this research is to analyse what strategies are pursued in order to protect self-esteem when it is threatened by a negative self-evaluation of school competence. Participants were 838 secondary-school students from the seventh to the ninth grades. Data were collected using Harter's Self-Perception Profile for Adolescents, together with a Scale of Attitudes towards School. Our results show that there are significant differences between the self-esteem enjoyed by successful and unsuccessful students in the seventh grade; such differences disappear in the eighth and ninth grades. They also reveal success-related differences in domain-specific self-evaluation. We also found that students with low levels of academic achievement attribute less importance to school-related areas and reveal less favourable attitudes towards school. We discuss these results in terms of Harter's self-esteem model and Robinson and Tayler's self-esteem protection model.  相似文献   

6.
This research examined the psychological well-being of 159 white and black students during the transition to junior high school. Adjustment patterns were found to be complex and highly differentiated. Self-esteem was unchanged from the end of sixth through the middle of seventh grades, rising by the end of seventh grade. Girls reported an increase in depressive and other symptoms over time relative to boys. Perceived quality of school life plunged. Peer social support increased only for blacks of high academic competence. Although there were no race differences on overall self-esteem, multivariate analyses of symptom data revealed that blacks reported greater distrust of the environment than they reported negative internal states, whereas whites reported the opposite pattern. The discussion emphasizes the developmental and ecological context of the transition.  相似文献   

7.
Using interview data from a sample of 241 single African American mothers and their seventh- and eighth-grade children, this study tests a model of how 2 economic stressors, maternal unemployment and work interruption, influence adolescent socioemotional functioning. In general, these economic stressors affected adolescent socioemotional functioning indirectly, rather than directly, through their impact on mothers' psychological functioning and, in turn, parenting behavior and mother-child relations. Current unemployment, but not past work interruption, had a direct effect on depressive symptomatology in mothers. As expected, depressive symptomatology in mothers predicted more frequent maternal punishment of adolescents, and this relation was fully mediated by mothers' negative perceptions of the maternal role. More frequent maternal punishment was associated with increased cognitive distress and depressive symptoms in adolescents, and consistent with predictions, these relations were partially mediated by adolescents' perceptions of the quality of relations with their mothers. Increased availability of instrumental support, as perceived by mothers, predicted fewer depressive symptoms in mothers, less punishment of adolescents, and less negativity about the maternal role. Both economic stressors were associated with higher levels of perceived financial strain in mothers, which in turn predicted adolescents' perceptions of economic hardship. Adolescents who perceived their families as experiencing more severe economic hardship reported higher anxiety, more cognitive distress, and lower self-esteem.  相似文献   

8.
Though studies have established that following poor performance, attributions to stable causes affect the performance of minority students, few studies have explored the impact of stability attributions over time. This study explored attributions following initial failure among a predominantly Hispanic student population. We measured students' collectivism, stability attributions and grades at three points during the semester. Attributions to stable causes were associated with worse initial grades and lesser gains in academic performance over time. Further, collectivism was associated with greater initial attribution to stable causes but less increase in attributions to stable causes over time.  相似文献   

9.
Peer discrimination and parent–adolescent conflict in early adolescence were examined as predictors of depressive symptoms and risky behaviors from early to late adolescence using four waves of data over an 8-year period from a sample of 246 Mexican-origin adolescents (MTime 1 age = 12.55, SD = 0.58; 51% female). The buffering effect of friendship intimacy and moderating role of adolescent gender were tested. Higher levels of discrimination and conflict in early adolescence were associated with higher initial levels of depressive symptoms and risky behaviors in early adolescence and stability through late adolescence. For females who reported higher than average discrimination, friendship intimacy had a protective effect on their depressive symptoms.  相似文献   

10.
The current study examines how gender discrimination by adults in school is linked with depressive symptoms and sleep duration over time in middle school. The main goal is to test one psychological mechanism that can account for such associations: perceived school unfairness. Relying on a racially-ethnically diverse sample of girls (N = 2,718, Mage = 13.01, SDage = 0.39) from 26 middle schools, multilevel mediation analyses revealed that girls who experienced school-based gender discrimination by an adult in seventh grade reported higher levels of perceived school unfairness in eighth grade. Moreover, perceived unfairness, in turn, was associated with more depressive symptoms and shorter sleep durations by eighth grade. Implications of changes in adolescent girls’ sleep and mood related to their experiences of gender discrimination are discussed.  相似文献   

11.
Previous research into the relationship between self-esteem and academic achievement shows that despite differences in academic self-evaluation, students’ global self-representations do not differ as a result of their grades at school. In this study, we will analyse the strategies that underachievers used to maintain their self-esteem at an acceptable level. The participants were 955 adolescents in the 7th, 9th and 11th grades at four secondary schools in Lisbon. Three hundred fifty-two of these students had retaken a year at least once in their school careers, whilst 603 had never done so. We collected the data using both a self-concept scale and a scale for evaluating attitudes towards school. Results show that self-esteem is maintained through positive self-representations in non-academic facets of self-concept and/or by devaluing school-related competences. They also show that younger students are less likely to maintain self-esteem by devaluing the school experience.  相似文献   

12.
运用SEI自尊量表和体育运动问卷对300名高中生进行测试研究,结果发现,高中生的自尊水平受到体育运动的影响。高中生自尊水平存在性别差异,男生自尊水平高于女生;高中生年级之间自尊水平存在极其显著的差异,而且随着年级增高,自尊水平反而降低了。喜欢运动的高中生的自尊明显高于不喜欢运动的高中生,可见体育锻炼能够显著提高高中生的自尊水平。  相似文献   

13.
Psychological symptoms in sexually abused girls   总被引：2，自引：0，他引：2  
This study examined psychological symptoms exhibited by children who had recently been sexually abused. Twenty-four girls aged 6 to 12 years old were evaluated within six months of being abused using a variety of standardized child psychiatric instruments. Results showed a marked discrepancy between child and parent reports of symptoms. The abused children did not exhibit significant depressive, anxiety, or low self-esteem symptoms by self-report; however, their parents rated them as having significantly more behavioral problems than a normative sample but as somewhat less pathological than a clinical sample. The implications of these findings in relation to our current understanding of the psychological problems manifested by sexually abused children and for future research are discussed.  相似文献   

14.
目的：探讨高中生自尊水平与父母教养方式的关系。方法：采用自尊量表（SES）和父母教养方式量表（EMBU）,对305名普通高中生进行测验。结果：（1）不同性别、年级的高中生自尊水平没有显著差异;（2）不同自尊水平组的高中生父母教养方式之间存在显著差异;（3）高中生自尊发展水平与父母教养方式的部分因子有显著的相关。结论：高中生自尊水平与父母教养方式关系密切。  相似文献   

15.
OBJECTIVE: The aim of the study was to investigate whether different levels of depressive symptoms in early adolescent boys and girls could be predicted on the basis of war experiences, perceived available social support (instrumental support, support to self-esteem, belonging and acceptance) and extraversion. METHODS: The sample consisted of 583 children ages 12 to 15 years; 283 children were displaced from different parts of Croatia for a period of approximately three and a half years. The following instruments were administered: Questionnaire on Children's Stressful and Traumatic War Experiences, Reynolds Adolescent Depression Scale, Junior Eysenck Personality Questionnaire, and Interpersonal Support Evaluation List. RESULTS: Regression analyses showed that more war experiences were related to more depressive symptoms for boys only. The greater extent of perceived available social support for boys (instrumental support, support to self-esteem, belonging and acceptance) related to fewer depressive symptoms. For girls, perceived instrumental support and self-esteem were related to fewer depressive symptoms. Predictors in the boys' sample accounted for 35% of the variance in the results on the depression scale, and 27% in the girls' sample. CONCLUSIONS: We conclude that boys suffer more from the long-term effects of war than girls. In situations where children cannot be shielded from stressful events, such as war, a greater level of perceived social support is related to fewer depressive symptoms both for boys and girls in early adolescence.  相似文献   

16.

Objective

The primary research objective was to explore the relationship between trajectories of maternal verbal aggression (VA) experienced by low-income, community middle school students across a three-year period and outcomes that have been found to be related to VA in previous work, including a negative view of self and social problems.

Method

Longitudinal data were collected from 421 youth (51.8% male) attending two middle schools over 3 years using a multiple-informant survey design. K-means cluster analysis was used to identify trajectories of VA using youth ratings of the Conflict Tactics Scale: Parent-Child (Straus, Hamby, Finkelhor, Moore, & Runyan, 1998). Dependent variables were self-reported depression, self-esteem, delinquency, and peer victimization as well as peer-rated aggression and sensitive-isolated reputation.

Results

Four trajectory groups of VA were identified: Low Stable, Increasing, Decreasing, and High Stable. The 3-year average occurrence of VA was: 1.31, 9.18, 10.24, and 31.14 instances, respectively. Gender-specific MANOVAs revealed dramatic differences between the High Stable and Low Stable groups. High Stable boys reported significantly more depressive symptoms, delinquency, peer overt and relational victimization, and were less likely to have a sensitive/isolated reputation than Low Stable boys. High Stable girls reported significantly more depressive symptoms, low self-esteem, delinquency, peer overt and relational victimization and were rated by peers as having more aggressive/disruptive and relationally aggressive reputations than Low Stable girls. Girls in the High Stable group were more likely than other youth to report levels of depressive symptoms and delinquency >1 SD above the mean, while boys in the High Stable group were more likely to report levels of delinquency >1 SD above the mean. The Increasing and Decreasing groups also demonstrated significantly poorer functioning than the Low Stable group on most outcomes. Growth curve analysis revealed that VA showed a contemporaneous association with self-reported delinquency suggesting these factors are closely related.

Conclusions

Any level of VA greater than the 1–2 instances per year reported by youth in the Low Stable group was associated with less favorable outcomes.  相似文献   

17.
OBJECTIVE: This study investigated age and gender differences in perceived emotional support in children and adolescents who experienced sexual abuse from the time of discovery to 1 year later. Also examined were the relations among sources of support and adjustment and whether support explained resilience, defined as better adjustment over a year's time. METHOD: One hundred and forty-seven sexually abused youth were interviewed at the time of discovery (T1) and 1 year later (T2). Information gathered included severity of the sexual abuse, satisfaction with support from caregivers, same-sex and other-sex friends, feelings of shame about the abuse, and attributional style. Youth adjustment was measured using reports from the youth themselves, caregivers, and teachers. RESULTS: Children reported the most satisfaction with support from caregivers followed by friends whereas adolescents reported similar levels of support from friends and caregivers. Satisfaction with support was differentially related to adjustment. Youth who reported more satisfaction with caregiver support at T1, reported less depression, better self-esteem but more sexual anxiety 1 year later. More satisfaction with support from friends predicted lower self-esteem but less sexual anxiety. More satisfaction with initial caregiver support at T1 predicted better parent- and teacher-rated adjustment 1 year later, after controlling for initial adjustment. CONCLUSIONS: In general, initial caregiver emotional support at the time of abuse discovery predicted resilience in child and adolescent victims of sexual abuse. Findings suggested that treatment should include a focus on helping caregivers provide appropriate emotional support.  相似文献   

18.
The present study examined psychosocial adjustment in the following four groups of students: victims, bullies, bully/victims and a control group of adolescents not involved in bullying or victimization problems. Psychosocial adjustment was measured considering as indicators: level of self-esteem, depressive symptomatology, perceived stress, feeling of loneliness, and a general measure of satisfaction with life. Participants (N=1319) were aged from 11 to 16 (47% male) and drawn from seven state secondary schools in Valencia (Spain). ANOVAs revealed significant differences among groups, reporting adolescents not involved a general better psychosocial adjustment; they had higher levels of self-esteem and satisfaction with life, and lower levels of depressive symptomatology, perceived stress and feeling of loneliness. The scores for this group were equivalent to those of bullies with respect to self-esteem, depressive symptomatology and loneliness. However, bullies perceived more stress and expressed less satisfaction with life, as did the other two groups, namely victims and bully/victims. Victims reported the strongest feelings of loneliness. Bully/victims seemed to share characteristics with both bullies and victims, though showing more similarities with the latter and a general poor psychosocial profile.  相似文献   

19.
Predictors of depressive symptoms among foster caregivers   总被引：1，自引：0，他引：1  
OBJECTIVES: The main purposes of this study were to determine (1) the prevalence of depressive symptoms among foster caregivers, (2) the social-demographics, risk factors, and social support predicting depressive symptoms, and (3) whether social support buffered the effects of the risk factors in the Illinois Foster Caregivers Study. METHOD: Telephone interviews were used to collect data from a sample of 189 foster caregivers in the State of Illinois. Interviewers pretested the survey instrument, which included valid and reliable instruments on depressive symptoms and adult report of childhood maltreatment, an important risk factor for depression. Multivariate ordered logistic regression models were estimated. RESULTS: The foster caregivers exhibited few depressive symptoms, with only one respondent scoring in the clinical range. Contrary to past research on the general population, caregivers reporting higher income were at an increased risk of exhibiting depressive symptoms. The three risk factors-experiencing less than excellent or very good health, childhood maltreatment, and insufficient time to carry out responsibilities-were related to higher levels of depressive symptoms. Foster caregivers who perceived their support group as helpful had a decreased risk of reporting depressive symptoms. We found no evidence that social support buffered the effects of the risk factors. CONCLUSIONS: The results indicate that foster caregivers were adequately screened for depression, but suggest that assessing and providing assistance for health problems, trauma from childhood maltreatment, and insufficient time to meet responsibilities might decrease depressive symptoms. Facilitating and enhancing the helpfulness of foster caregiver support groups also might decrease development of depressive symptoms.  相似文献   

20.
Considering the demanding higher education context, university students are at risk to experience burnout symptoms such as emotional exhaustion, cynicism, and reduced professional efficacy. Theoretical models (e.g., Job Demands-Resources Model) state that burnout symptoms develop over time, vary between individuals, and bear adverse consequences. To date, the temporal development of student burnout symptoms within semesters, inter-individual differences in their development, and the role of their development for academic outcomes like student dropout are understudied. To complement this limited research, we used date of a three-wave longitudinal study with N = 1435 undergraduate students over one semester. First, we modeled unconditional second-order latent growth curves to examine the initial levels and trajectories of each burnout symptom (emotional exhaustion, cynicism, and reduced professional efficacy). We then modeled conditional second-order latent growth curves to examine whether initial levels and trajectories differed depending on students’ sociodemographic characteristics (gender, age, study progress, and academic major) and associated with students’ intentions to drop out from university. Results indicated a linear increase in student burnout symptoms over the semester. Sociodemographic differences existed in the initial levels of emotional exhaustion and reduced professional efficacy and the trajectories of each symptom. Generally, female, STEM, and higher- and lower- semester students were particularly affected by burnout symptoms. Further, higher initial levels and an increase in each symptom corresponded with higher dropout intentions. Summarizing, the results highlighted that student burnout symptoms increase as the semester progresses, seem more pronounced among certain student groups, and operate as strong predictors for dropout intentions.  相似文献   

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