A Longitudinal Study of Depressive Symptomology and Self-Concept in Adolescents

Autor/inn/en	Montague, Marjorie; Enders, Craig; Dietz, Samantha; Dixon, Jennifer; Cavendish, Wendy Morrison
Titel	A Longitudinal Study of Depressive Symptomology and Self-Concept in Adolescents
Quelle	In: Journal of Special Education, 42 (2008) 2, S.67-78 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466907310544
Schlagwörter	Behavior Disorders; Adolescents; Depression (Psychology); Special Education; Longitudinal Studies; Symptoms (Individual Disorders); Self Concept; Elementary School Teachers; Behavior Problems; Predictor Variables; At Risk Persons; Emotional Disturbances; Student Placement; High Risk Students; Correlation; African American Students; Hispanic American Students; Poverty; Student Adjustment + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Special needs education; Sonderpädagogik; Sonderschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Psychiatrische Symptomatik; Selbstkonzept; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Prädiktor; Risikogruppe; Gefühlsstörung; Schülerpraktikum; Problemschüler; Korrelation; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Armut; Adjustment; Adaptation
Abstract	The purpose of the study was to investigate the trajectories of depressive symptomology and self-concept in adolescents between the ages of 13 and 17 and to determine whether primary school teacher ratings of adaptive and maladaptive behavior predict self-reported depressive symptoms and self-concept in adolescence. This study is part of an ongoing longitudinal study of a school-based sample of students representing a continuum of risk for developing emotional and behavioral disorders (EBD; N = 212). Results indicated a strong relationship between depressive symptoms and self-concept for both initial status and growth over time (i.e., depressive symptoms decreased, whereas self-concept improved). No effect was found for gender on initial status or growth for either construct. However, for self-concept, the growth trajectory indicated a significant effect for risk classification (not at risk, at risk no special education placement, at risk special education placement). Compared with the other classification groups, adolescents in special education at risk for EBD showed a significant decrease in self-concept after age 15, a markedly different trajectory from their peers. Additionally, high internalizing behavior was associated with more depressive symptoms and lower self-concept. Finally, early teacher ratings of adaptive behavior were predictive of both initial status and growth for depressive symptoms, but only initial status for self-concept. Implications for depression prevention and intervention among children and adolescents are discussed. (Contains 3 tables and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10