Cognitive Features Associated with Depressive Symptoms in Adolescence: Directionality and Specificity

Autor/inn/en	McCarty, Carolyn A.; Stoep, Ann Vander; McCauley, Elizabeth
Titel	Cognitive Features Associated with Depressive Symptoms in Adolescence: Directionality and Specificity
Quelle	In: Journal of Clinical Child and Adolescent Psychology, 36 (2007) 2, S.147-158 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-4416
DOI	10.1080/15374410701274926
Schlagwörter	Grade 7; Grade 6; Rejection (Psychology); Depression (Psychology); Anxiety; Adolescents; Symptoms (Individual Disorders); Cognitive Processes; Longitudinal Studies; Structural Equation Models; Self Concept; Behavior Problems; Attribution Theory; Self Esteem + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; School year 06; 6. Schuljahr; Schuljahr 06; Ablehnung; Angst; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Psychiatrische Symptomatik; Cognitive process; Kognitiver Prozess; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit
Abstract	In this study we examined cognitive features that have been posited to contribute to depressive vulnerability in adolescents. Using a longitudinal sample of 331 young adolescents followed from 6th to 7th grade, cross-lagged structural equation analyses were conducted. Controlling for baseline levels of depressive, conduct, and anxiety symptoms, low self-worth was associated with a vulnerability to both depressive symptoms and conduct problems, whereas rejection sensitivity was uniquely predictive of increases in anxiety. In support of cognitive "scar" models, baseline depressive and conduct problems were both predictive of a more negative attributional style. Depressive symptoms also predicted more rejection sensitivity, whereas conduct problems predicted lower self-esteem. (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10