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Depressive Expression and Anti-Depressive Protection in Adolescence: Stress, Positive Affect, Motivation and Self-Efficacy

Artikel i vetenskaplig tidskrift
Författare Mats Lindahl
Trevor Archer
Publicerad i Psychology
Volym 4
Nummer/häfte 6
Sidor 495-505
ISSN 2152-7180
Publiceringsår 2013
Publicerad vid Psykologiska institutionen
Sidor 495-505
Språk en
Länkar dx.doi.org/10.4236/psych.2013.46070
Ämnesord Adolescent Depressiveness; Impulsivity; Negative Affect; Motivation; Self-Efficacy
Ämneskategorier Psykologi

Sammanfattning

The present study aims at identifying predisposing and protective factors for the purpose of showing their respective contribution and interaction for adolescents’ stress disorders and depressive states, and to find key attributes for the identification of pupils at risk in a normal population of adolescents. The study was performed with 211 high-school pupils over a period of 18 months. The results are reported from the pu- pils participating in 4 consecutive administrations of the instruments (N = 115). The following instru- ments were used: “Kutcher Adolescent Depression Scale”, “Stress”, “Helplessness”, “Hopelessness”, “Uppsala Sleep inventory”, “Barratt’s Impulsiveness Scale”, “Positive Affect and Negative Affect Scale”, “Life Orientation Test”, “General Self-Efficacy”, “Locus of Control”, “Situational Intrinsic Motivational Scale”. The Positive Affect and Negative Affect Scale were also used to categorize participants into four affective profiles: “self-fulfilling”, high affective”, “low affective” and “self-destructive”. Linear regres- sion analyses showed that situational depression (hopelessness) was predicted by depressive. Negative affect predicted stress, which in turn predicted general and situational depressiveness. General self-effi- cacy, positive affect and Identified regulation were found to be protective factors to both general and situ- ational depressiveness. Depressiveness was found to be linked to the “self-destructive” affective personal- ity type. “Negative affect” and distractiveness are suggested as markers for pupils at risk, whereas posi- tive affect, self-efficacy and identified regulation appear to have protecting roles

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