小学时长期遭受同伴伤害对青春期抑郁症状的影响。

IF 4.6 2区 心理学 Q1 FAMILY STUDIES Journal of Research on Adolescence Pub Date : 2024-07-01 DOI:10.1111/jora.12997
Wendy Troop-Gordon, Jillian Thomas, Emily F Brigham, Jianjie Xu, Karen D Rudolph
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引用次数: 0

摘要

在约翰-舒伦伯格的职业生涯中,他一直要求我们将青少年的发展理解为远期和近期经历的交汇以及关键的过渡。为了响应这一号召,我们研究了童年时期的长期同伴伤害是否会通过早期抑郁成长轨迹、进入青春期后的持续伤害以及初中过渡时期的压力放大来预测青少年的抑郁症状。我们从 636 名二年级至九年级的青少年(338 名女生;年龄 = 7.96 岁,66.7% 为白人,21.7% 为黑人,11.6% 为其他族裔)中获得了他们自我报告的抑郁症状以及教师报告和自我报告的同伴伤害情况。潜增长曲线分析表明,到七年级时,童年时期的长期同伴伤害与抑郁症状之间的关系仅与青春期的同伴伤害间接相关,这突出表明了历史和持续的人际压力因素是如何相互关联地导致青少年心理病理学的。
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The contribution of chronic peer victimization in elementary school to depressive symptoms in adolescence.

Throughout his career, John Schulenberg challenged us to understand adolescent development as the confluence of distal and proximal experiences along with critical transitions. Heeding this call, we examined whether chronic childhood peer victimization predicted adolescents' depressive symptoms via early-emerging depression growth trajectories, continued victimization into adolescence, and stress-amplification at the middle school transition. Self-reported depressive symptoms and teacher-reported and self-reported peer victimization were obtained from 636 youth (338 girls; Mage = 7.96 years, 66.7% White, 21.7% Black, 11.6% other) in the 2nd-9th grades. Latent growth curve analyses revealed that, by 7th grade, chronic childhood peer victimization was associated with depressive symptoms only through an indirect association with peer victimization in adolescence, underscoring how interrelated historical and ongoing interpersonal stressors contribute to adolescent psychopathology.

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来源期刊
CiteScore
6.90
自引率
8.30%
发文量
97
期刊介绍: Multidisciplinary and international in scope, the Journal of Research on Adolescence (JRA) significantly advances knowledge in the field of adolescent research. Employing a diverse array of methodologies, this compelling journal publishes original research and integrative reviews of the highest level of scholarship. Featured studies include both quantitative and qualitative methodologies applied to cognitive, physical, emotional, and social development and behavior. Articles pertinent to the variety of developmental patterns inherent throughout adolescence are featured, including cross-national and cross-cultural studies. Attention is given to normative patterns of behavior as well as individual differences rooted in personal or social and cultural factors.
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