Análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado
Titulo:

Análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado
.

Sumario:

Investigaciones han demostrado que hay un vínculo significativo entre las habilidades sociales y la depresión en adolescentes. Sin embargo no se tiene mucha claridad sobre cómo los diferentes dominios de las habilidades sociales influyen en la depresión durante la adolescencia media y temprana. Para abordar este tema se tomaron datos del Estudio de Cuidado Infantil y Desarrollo Juvenil del Early Child Care and Youth Development (N = 1061) donde se evaluó la influencia de la cooperación, aprobación, responsabilidad y autocontrol sobre la depresión en esta población. El modelo de crecimiento latente univariado mostró que, desde la adolescencia temprana a la media, los adolescentes experimentan disminución en la cooperación y la aprobación, au... Ver más

Guardado en:

International Journal of Psychological Research

2011-2084

2011-7922

Yao, Zhuojun

Enright, Robert

UNIVERSIDAD DE SAN BUENAVENTURA

10.21500/20112084.4793

14

2021-04-30

66

77

Colombia

Modelamiento multivariado de crecimiento latente

adolescencia temprana a media

habilidades sociales

Depresión

adolescente

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spelling Análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado
Análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado
Investigaciones han demostrado que hay un vínculo significativo entre las habilidades sociales y la depresión en adolescentes. Sin embargo no se tiene mucha claridad sobre cómo los diferentes dominios de las habilidades sociales influyen en la depresión durante la adolescencia media y temprana. Para abordar este tema se tomaron datos del Estudio de Cuidado Infantil y Desarrollo Juvenil del Early Child Care and Youth Development (N = 1061) donde se evaluó la influencia de la cooperación, aprobación, responsabilidad y autocontrol sobre la depresión en esta población. El modelo de crecimiento latente univariado mostró que, desde la adolescencia temprana a la media, los adolescentes experimentan disminución en la cooperación y la aprobación, aumento en la responsabilidad y la depresión, y estabilidad en el autocontrol. El modelo sugirió que los adolescentes que tenían más aumento en la responsabilidad y en el autocontrol, tendían a experimentar un incremento más lento de la depresión, desde la adolescencia temprana hasta la media; mientras que los que tenían disminución en la cooperación y en la aprobación tendían a experimentar un aumento más rápido de la depresión en esta misma etapa de la adolescencia. Los resultados sugirieron que la promoción de las habilidades sociales de los adolescentes podría ser particularmente importante para la prevención de la depresión adolescente.
Ample research has shown that the link between social skills and adolescent depression is significant. However, how the changes in different domains of social skills influence the change in depression from early to middle adolescence remains largely unknown. To address this gap in knowledge, the current research used longitudinal data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1061) to examine the influences of the changes in cooperation, assertion, responsibility, and self-control on the change in depression from early to middle adolescence. Univariate latent growth modeling showed that, from early to middle adolescence, adolescents experience decreases in cooperation and assertion, increases in responsibility and depression, and stability in self-control. Multivariate latent growth modeling suggested that adolescents who had more increases in responsibility and self-control tended to experience a slower increase in depression from early to middle adolescence; while adolescents who had more decreases in cooperation and assertion tended to experience a faster increase in depression from early to middle adolescence. The results suggested that promoting adolescents social skills might be particularly salient for the prevention of adolescent depression.
Yao, Zhuojun
Enright, Robert
Multivariate latent growth modeling
early to middle adolescence
social skills
adolescent
depression
Modelamiento multivariado de crecimiento latente
adolescencia temprana a media
habilidades sociales
Depresión
adolescente
14
1
Artículo de revista
Journal article
2021-04-30T21:34:25Z
2021-04-30T21:34:25Z
2021-04-30
application/pdf
Universidad San Buenaventura - USB (Colombia)
International Journal of Psychological Research
2011-2084
2011-7922
https://revistas.usb.edu.co/index.php/IJPR/article/view/4793
10.21500/20112084.4793
https://doi.org/10.21500/20112084.4793
eng
http://creativecommons.org/licenses/by-nc-nd/4.0
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
66
77
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Benjet, C., Albor, Y. C., Bocanegra, E. S., Borges, G., Méndez, E., Casanova, L., & Medina-Mora, M. E. (2020). Incidence and recurrence of depression from adolescence to early adulthood: A longitudinal follow-up of the mexican adolescent mental health survey. Journal of Affective Disorders, 263, 540–546. https://doi.org/10.1016/j.jad.2019.11.010.
Bornstein, M. H., Hahn, C. S., & Haynes, O. M. (2010). Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades. Development and Psychopathology, 22 (4), 717–735. https://doi.org/10.1017/s0954579410000416.
Brooks, T. L., Harris, S. K., Thrall, J. S., & Woods, E. R. (2002). Association of adolescent risk behaviors with mental health symptoms in high school students. Journal of Adolescent health, 31 (3), 240–246. https://doi.org/10.1016/s1054-139x(02)00385-3.
Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.),Testing structural equation models(pp. 136-162). Sage.
Burnham, K. P., & Anderson, D. R. (2004). Multimodel inference: Understanding AIC and BIC in model selection. Sociological Methods and Research, 33 (2), 261–304. https://doi.org/10.1177%2F0049124104268644.
Clayborne, Z. M., Varin, M., & I., C. (2019). Systematic review and meta-analysis: Adolescent depression and long-term psychosocial outcomes. Journal of the American Academy of Child and Adolescent Psychiatry, 58 (1), 72–79. https://doi.org/10.1016/j.jaac.2018.07.896.
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Howard, A. L., Kennedy, T. M., Macdonald, E. P., Mitchell, J. T., Sibley, M. H., Roy, A., Eugene, L., Epstein, J., Hinshaw, S., Hoza, B., Stehli, A., Swanson, J., & Stehli, A. (2019). Depression and ADHD-related risk for substance use in adolescence and early adulthood: concurrent and prospective associations in the MTA. Journal of Abnormal Child Psychology, 47 (12), 1903–1916. https://doi.org/10.1007/s10802-019-00573-y.
Johnson, D., Dupuis, G., Piche, J., Clayborne, Z., & Colman, I. (2018). Adult mental health outcomes of adolescent depression: A systematic review. Depression and Anxiety, 35 (8), 700–716. https://doi.org/10.1002/da.22777.
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https://revistas.usb.edu.co/index.php/IJPR/article/download/4793/3878
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institution UNIVERSIDAD DE SAN BUENAVENTURA
thumbnail https://nuevo.metarevistas.org/UNIVERSIDADDESANBUENAVENTURA_COLOMBIA/logo.png
country_str Colombia
collection International Journal of Psychological Research
title Análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado
spellingShingle Análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado
Yao, Zhuojun
Enright, Robert
Multivariate latent growth modeling
early to middle adolescence
social skills
adolescent
depression
Modelamiento multivariado de crecimiento latente
adolescencia temprana a media
habilidades sociales
Depresión
adolescente
title_short Análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado
title_full Análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado
title_fullStr Análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado
title_full_unstemmed Análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado
title_sort análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado
description Investigaciones han demostrado que hay un vínculo significativo entre las habilidades sociales y la depresión en adolescentes. Sin embargo no se tiene mucha claridad sobre cómo los diferentes dominios de las habilidades sociales influyen en la depresión durante la adolescencia media y temprana. Para abordar este tema se tomaron datos del Estudio de Cuidado Infantil y Desarrollo Juvenil del Early Child Care and Youth Development (N = 1061) donde se evaluó la influencia de la cooperación, aprobación, responsabilidad y autocontrol sobre la depresión en esta población. El modelo de crecimiento latente univariado mostró que, desde la adolescencia temprana a la media, los adolescentes experimentan disminución en la cooperación y la aprobación, aumento en la responsabilidad y la depresión, y estabilidad en el autocontrol. El modelo sugirió que los adolescentes que tenían más aumento en la responsabilidad y en el autocontrol, tendían a experimentar un incremento más lento de la depresión, desde la adolescencia temprana hasta la media; mientras que los que tenían disminución en la cooperación y en la aprobación tendían a experimentar un aumento más rápido de la depresión en esta misma etapa de la adolescencia. Los resultados sugirieron que la promoción de las habilidades sociales de los adolescentes podría ser particularmente importante para la prevención de la depresión adolescente.
description_eng Ample research has shown that the link between social skills and adolescent depression is significant. However, how the changes in different domains of social skills influence the change in depression from early to middle adolescence remains largely unknown. To address this gap in knowledge, the current research used longitudinal data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1061) to examine the influences of the changes in cooperation, assertion, responsibility, and self-control on the change in depression from early to middle adolescence. Univariate latent growth modeling showed that, from early to middle adolescence, adolescents experience decreases in cooperation and assertion, increases in responsibility and depression, and stability in self-control. Multivariate latent growth modeling suggested that adolescents who had more increases in responsibility and self-control tended to experience a slower increase in depression from early to middle adolescence; while adolescents who had more decreases in cooperation and assertion tended to experience a faster increase in depression from early to middle adolescence. The results suggested that promoting adolescents social skills might be particularly salient for the prevention of adolescent depression.
author Yao, Zhuojun
Enright, Robert
author_facet Yao, Zhuojun
Enright, Robert
topic Multivariate latent growth modeling
early to middle adolescence
social skills
adolescent
depression
Modelamiento multivariado de crecimiento latente
adolescencia temprana a media
habilidades sociales
Depresión
adolescente
topic_facet Multivariate latent growth modeling
early to middle adolescence
social skills
adolescent
depression
Modelamiento multivariado de crecimiento latente
adolescencia temprana a media
habilidades sociales
Depresión
adolescente
topicspa_str_mv Modelamiento multivariado de crecimiento latente
adolescencia temprana a media
habilidades sociales
Depresión
adolescente
citationvolume 14
citationissue 1
publisher Universidad San Buenaventura - USB (Colombia)
ispartofjournal International Journal of Psychological Research
source https://revistas.usb.edu.co/index.php/IJPR/article/view/4793
language eng
format Article
rights http://creativecommons.org/licenses/by-nc-nd/4.0
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
info:eu-repo/semantics/openAccess
http://purl.org/coar/access_right/c_abf2
references_eng Battistich, V. A. (2008). The Child Development Project: creating caring schoolcommunities. In L.P.Nucci & D. Narvaez (Eds),Handbook of moral and character education(pp.328–351). Routledge.
Benjet, C., Albor, Y. C., Bocanegra, E. S., Borges, G., Méndez, E., Casanova, L., & Medina-Mora, M. E. (2020). Incidence and recurrence of depression from adolescence to early adulthood: A longitudinal follow-up of the mexican adolescent mental health survey. Journal of Affective Disorders, 263, 540–546. https://doi.org/10.1016/j.jad.2019.11.010.
Bornstein, M. H., Hahn, C. S., & Haynes, O. M. (2010). Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades. Development and Psychopathology, 22 (4), 717–735. https://doi.org/10.1017/s0954579410000416.
Brooks, T. L., Harris, S. K., Thrall, J. S., & Woods, E. R. (2002). Association of adolescent risk behaviors with mental health symptoms in high school students. Journal of Adolescent health, 31 (3), 240–246. https://doi.org/10.1016/s1054-139x(02)00385-3.
Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.),Testing structural equation models(pp. 136-162). Sage.
Burnham, K. P., & Anderson, D. R. (2004). Multimodel inference: Understanding AIC and BIC in model selection. Sociological Methods and Research, 33 (2), 261–304. https://doi.org/10.1177%2F0049124104268644.
Clayborne, Z. M., Varin, M., & I., C. (2019). Systematic review and meta-analysis: Adolescent depression and long-term psychosocial outcomes. Journal of the American Academy of Child and Adolescent Psychiatry, 58 (1), 72–79. https://doi.org/10.1016/j.jaac.2018.07.896.
Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98 (2), 310–357. https://doi.org/10.1037/0033-2909.98.2.310.
Cole, D. A. (1991). Preliminary support for a competencybased model of depression in children. Journal of abnormal psychology, 100 (2), 181–190. https://doi.org/10.1037//0021-843x.100.2.181.
Crocetti, E., Moscatelli, S., Kaniuonyt, G., Meeus, W., ukauskien, R., & Rubini, M. (2019). Developing morality, competence, and sociability in adolescence: A longitudinal study of gender differences. Journal of Youth and Adolescence, 48 (5), 1009–1021. https://doi.org/10.1007/s10964-019-00996-2.
Elkind, D. (1978). Understanding the young adolescent. Adolescence, 13 (49), 127–134. Fehlinger, T., Stumpenhorst, M., Stenzel, N., & Rief, W. (2013). Emotion regulation is the essential skill for improving depressive symptoms. Journal of Affective Disorders, 144 (1–2), 116–122. https://doi.org/10.1016/j.jad.2012.06.015.
Feldman, J. S., Tung, I., & Lee, S. S. (2017). Social skills mediate the association of ADHD and depression in preadolescents. Journal of Psychopathology and Behavioral Assessment, 39 (1), 79–91.
Fowler, J. W., & Dell, M. L. (2004). Stages of faith and identity: Birth to teens. Child and Adolescent Psychiatric Clinics of North America, 13 (1), 17–33. https://doi.org/10.1016/S1056-4993(03)00073-7.
Gilligan, C. (1982). In a different voice: Psychological theory and womens development. Harvard University Press.
Gresham, F. M., & Elliott, S. N. (1990). The social skills rating system. American Guidance Service.
Gresham, F. M., Elliott, S. N., Vance, M. J., & Cook, C. R. (2011). Comparability of the social skills rating system to the social skills improvement system: Content and psychometric comparisons across elementary and secondary age levels. School Psychology Quarterly, 26 (1), 27–44. https://doi.org/10.1037/a0022662.
Grimm, K. J., Ram, N., & Estabrook, E. (2017). Growth modeling: Structural equation and multilevel modeling approaches. Guilford.
Gullota, T., Adams, G., & Markstrom, C. (1999). The adolescent experience (4th ed.) Academic Press.
Hallfors, D. D., Waller, M. W., Ford, C. A., Halpern, C. T., Brodish, P. H., & Iritani, B. (2004). Adolescent depression and suicide risk: Association with sex and drug behavior. American Journal of Preventive Medicine, 27 (3), 224–231. https://doi.org/10.1016/j.amepre.2004.06.001.
Howard, A. L., Kennedy, T. M., Macdonald, E. P., Mitchell, J. T., Sibley, M. H., Roy, A., Eugene, L., Epstein, J., Hinshaw, S., Hoza, B., Stehli, A., Swanson, J., & Stehli, A. (2019). Depression and ADHD-related risk for substance use in adolescence and early adulthood: concurrent and prospective associations in the MTA. Journal of Abnormal Child Psychology, 47 (12), 1903–1916. https://doi.org/10.1007/s10802-019-00573-y.
Johnson, D., Dupuis, G., Piche, J., Clayborne, Z., & Colman, I. (2018). Adult mental health outcomes of adolescent depression: A systematic review. Depression and Anxiety, 35 (8), 700–716. https://doi.org/10.1002/da.22777.
Keating, D. (1980). Thinking processes in adolescence. In J. Adelson (Ed.),Handbook of adolescent psychology. Wiley.
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