Self-perceived competence and the relation between life events and depressive symptoms in adolescence: mediator or moderator?

In a 2-wave longitudinal study, 9th-grade students (N = 468) completed self-report measures of stressful life events, depressive symptoms, and 5 domains of self-perceived competence (i.e., academic competence, social acceptance, physical appearance, behavioral conduct, and athletic competence). Teachers and peers also reported about the participants' depressive symptoms. In longitudinal analyses, negative (but not positive) events related to depressive symptoms. Results suggested that self-perceived competence served as a mediator (but not a moderator) of this relation. Negative events predicted changes in self-perceived competence. Self-perceived competence predicted changes in depressive symptoms. Also, the direct effect of negative events on depressive symptoms diminished after controlling for self-perceived competence.     

Predicting changes in children's self‐perceptions from playground social activities and interactions

The general aim of this study was to examine the concurrent and longitudinal (6 month) associations between 8‐ to 9‐year‐old children's (N=75) social activities and interactions during recess and their self‐perceptions, and to test for gender differences in those associations. The underlying rationale was that recess provides an important, and hitherto unstudied, context in which children's experiences can impact on their views of themselves. Consistent with this proposition, several of the playground variables were significantly correlated concurrently with participants' self‐perceptions regarding social acceptance, and, particularly, athletic competence. Even stronger evidence came from the longitudinal analyses which indicated that group size positively predicted changes in social acceptance and global self‐worth scores; network positively predicted changes in physical appearance and global self‐worth scores; rule games positively predicted changes in athletic competence, physical appearance and global self‐worth scores; conversation negatively predicted changes in athletic competence, and alone negatively predicted changes in physical appearance and global self‐worth scores. Several significant gender differences were obtained: the association between rule games and changes in social acceptance was negative for girls but positive for boys; a positive association between conversation and social acceptance was evident among girls but not boys; and a negative association between conversation and changes in athletic competence was evident among boys but not girls. The theoretical and practical implications of these results are discussed.     

Self-Perceived Competence as a Mediator Between Maternal Feedback and Depressive Symptoms in Adolescents

Self-report, other-report, clinical interview, and behavioral observations of evaluative maternal feedback (e.g., positive feedback, criticism), adolescent depressive symptoms, and self-perceived competence were obtained from 72 adolescents and their mothers. Most path analyses supported the hypothesis that adolescent self-perceived competence completely mediates the relation between negative maternal feedback and adolescent depressive symptoms, even after controlling for prior levels of depression. Consistent with Cole's competency-based model of depression (D. A. Cole, 1990), these results suggest that high levels of negative maternal feedback (coupled with low levels of positive feedback) are associated with adolescent negative self-perceptions, which in turn place adolescents at risk for depressive symptoms.     

Are the discrepancies between self- and others' appraisals of competence predictive or reflective of depressive symptoms in children and adolescents: a longitudinal study, Part II

Two cohorts of children and adolescents (who started 6th grade in 1993 and 1996), parents, teachers, and peers participated in a 4-wave, 2-year, longitudinal study of perceived competence and depressive symptoms. The authors assessed children's tendencies to underestimate their competence (discrepant self-appraisals) relative to the appraisals of significant others. We also assessed the degree to which self-appraisals reflected the evaluations of others (reflective self-appraisals). Domains of competence were academic competence, physical appearance, behavioral conduct, social acceptance, and athletic competence. Cross-sectional analyses indicated that depressive symptoms correlated with reflective and discrepant self-appraisals. Longitudinal analyses revealed that reflective and discrepant self-appraisals predicted subsequent depressive symptoms and that depressive symptoms predicted discrepant but not reflective self-appraisals. Clinical implications of the findings are discussed.     

Resilient Adolescent Adjustment Among Girls: Buffers of Childhood Peer Rejection and Attention-Deficit/Hyperactivity Disorder

Examined a risk-resilience model of peer rejection and attention-deficit/hyperactivity disorder (ADHD) in a 5-year longitudinal study of 209 ethnically and socioeconomically diverse girls aged 6-13 at baseline and 11-18 at follow-up. Risk factors were childhood ADHD diagnosis and peer rejection; hypothesized protective factors were childhood measures of self-perceived scholastic competence, engagement in goal-directed play when alone, and popularity with adults. Adolescent criterion measures were multi-informant composites of externalizing and internalizing behavior plus indicators of academic achievement, eating pathology, and substance use. ADHD and peer rejection predicted risk for all criterion measures except for substance use, which was predicted by ADHD only. ADHD and peer rejection predicted lower adolescent academic achievement controlling for childhood achievement, but they did not predict adolescent externalizing and internalizing behavior after controlling for baseline levels of these constructs. Regarding buffers, self-perceived scholastic competence in childhood (with control of academic achievement) predicted resilient adolescent functioning. Contrary to hypothesis, goal-directed play in childhood was associated with poor adolescent outcomes. Buffers were not found to have differential effectiveness among girls with ADHD relative to comparison girls.     

Predictive validity of automatic self-associations for the onset of anxiety disorders

Negative self-cognitions are assumed to play an important role in the onset of anxiety disorders. Current dual-process models emphasize the relevance of differentiating between more automatic and more deliberate self-cognitions in this respect. Therefore, this study was designed to test the prognostic value of both deliberate and automatic self-anxious associations as a generic vulnerability factor for the onset of anxiety disorders between baseline and 2-year follow-up. To test the disorder specificity of negative self-associations, we also measured self-depressed associations. Self-report measures of depressive symptoms, anxiety symptoms, neuroticism, and fearful avoidance were included as covariates. Healthy controls (n=593), individuals who had depression (n=238), and individuals remitted from an anxiety disorder (n=448) were tested as part of the Netherlands Study of Depression and Anxiety. Deliberate self-anxious associations predicted the onset of anxiety disorders in all groups. Automatic self-anxious associations showed predictive validity only in individuals remitted from an anxiety disorder or in currently depressed individuals. Although deliberate self-depressed associations were related to the onset of anxiety disorders as well, automatic self-depressed associations were not. In the (remitted) patient groups, only deliberate self-anxious associations showed independent predictive value for the onset of anxiety disorders together with self-reported fearful avoidance behavior. In the healthy controls, only a composite index of negative emotionality (depressive or anxiety symptoms and neuroticism) showed independent predictive validity. This study provides the first evidence that automatic and deliberate self-anxious associations have predictive value for the future onset of anxiety disorders.     

童年中期儿童社会能力与学业成就的交叉滞后研究

本研究采用同伴提名法、问卷法,对武汉市一所小学3、4、5、6年级儿童进行6个月的追踪调查。采用交叉时序滞后设计,考察了同伴关系4个特征水平(群体水平、双向关系水平、人际互动水平和个体特征水平)的变量与学业成就的相互预测关系。结果表明,在控制了前测学业成就后,前测的社会喜好、积极友谊质量、社交领导行为可以分别正向预测后测的学业成就,而前测的攻击行为可以负向预测后期的学业成就;在控制了前测的社交自我知觉后,学业成就可以正向预测后期的社交自我知觉。     

The associations between adult attachment,posttraumatic symptoms,and posttraumatic growth

Background and Objectives: Individual differences after trauma vary considerably and can range from posttraumatic stress disorder (PTSD) to posttraumatic growth (PTG). Current theoretical models cannot fully explain this variability. Therefore, we integrated attachment theory with Ehlers and Clark's model of PTSD to understand whether attachment style is associated with negative appraisals of a traumatic event(s), posttraumatic stress symptoms (PTS), and PTG. Our aim was to test this integrated model PTSD in an analog sample who had experienced at least one traumatic event. Design: We used structural equation modeling to test the association of adult attachment and posttraumatic cognitions (self and world/others) with PTS and PTG using a cross-sectional, correlational design. Methods: The sample comprised 393 university staff and students (Range_Age= 18–49, 85% females) who completed online measures. Results: Attachment anxiety and negative posttraumatic self-cognitions were positively associated. Negative posttraumatic self-cognitions were positively associated with PTS. Attachment anxiety had an indirect effect (via negative posttraumatic self-cognitions) on PTS, whereas attachment avoidance predicted more negative posttraumatic world cognitions and lower perceived PTG. Conclusions: The study highlights the importance of considering how attachment styles influence posttraumatic emotion regulation and cognitive processing of the trauma to determine posttraumatic mental health.     

The development of academic competence among adolescents who bully and who are bullied

Using data from the first three waves (Grades 5, 6, and 7) of the 4-H Study of Positive Youth Development, this study assessed if being a bully or being a victim accounts for an adolescent's academic competence, if selected contextual and individual variables impact an adolescent's academic competence, and if such impact differs in relation to an adolescent's bullying status. The results of random coefficient hierarchical regression analyses indicated that being a bully predicted lower grades across time, and that being a bully was more detrimental for girls than for boys. Being a bully and being a victim negatively predicted self-perceived academic competence, but these predictive effects did not change over time or differ by sex. Teacher support positively predicted grades and greater parent support and teacher support independently predicted higher self-perceive academic competence. Greater educational expectations and school engagement independently predicted higher self-reported grades, while these two predictors positively interacted in explaining self-perceived academic competence. Unexpectedly, peer support negatively predicted self-reported grades for victims, and negatively predicted self-perceived academic competence for bullies. We discuss the importance of addressing the issue of academic competence in bullying interventions, as well as the utility of capitalizing on developmental assets in promoting academic competence among adolescents who bully and who are bullied.     

Costs and Benefits of Bullying in the Context of the Peer Group: A Three Wave Longitudinal Analysis

Whereas previous research has shown that bullying in youth is predictive of a range of negative outcomes later in life, the more proximal consequences of bullying in the context of the peer group at school are not as clear. The present three-wave longitudinal study followed children (N?=?394; 53 % girls; M _age?=?10.3 at Time 1) from late childhood into early adolescence. Joint trajectory analyses were used to examine the dynamic prospective relations between bullying on the one hand, and indices tapping perceived popularity, peer-reported social acceptance, self-perceived social competence, and internalizing symptoms on the other. Results show that although young bullies may be on a developmental path that in the long run becomes problematic, from the bullies’ perspective in the shorter term personal advantages outweigh disadvantages. High bullying is highly positively related to high social status as indexed by perceived popularity. Although bullies are not very high in peer-rated social acceptance, most are not very low either. Moreover, bullies do not demonstrate elevated internalizing symptoms, or problems in the social domain as indexed by self-perceived social competence. As bullying yields clear personal benefits for the bullies without strong costs, the findings underscore the need for interventions targeting mechanisms that reward bullying (198 words).     

Specificity of cognitive and behavioral variables to Positive and Negative Affect

The Tripartite Model proposes that a combination of greater Negative Affect (NA) and reduced Positive Affect (PA) contributes to depressive symptoms. The purpose of this study was to test a model of affective experience in which cognitive variables (i.e., negative cognitions and appraisals) are uniquely related to NA but not PA, and in which behavioral variables (i.e., activity participation) are uniquely associated with PA but not NA. Participants included 88 spousal Alzheimer caregivers (mean age = 74 years). Multiple regression models, in which negative cognitions (i.e., helplessness, blames self, and negative appraisals) and activity participation (i.e., frequency of engaging in social and recreational activities) were used to predict depressive symptoms, PA and NA. Results indicated that while helplessness, blaming oneself, negative appraisals, and activity participation all significantly predicted depressive symptoms, only negative cognitive variables significantly predicted NA, and only activity participation significantly predicted PA. These data confirm that depressive experience consists of two relatively independent components - increased Negative Affect and reduced Positive Affect - which have unique correlates in negative cognitions and activity participation. If confirmed, the findings suggest the utility of focusing interventions on each of these components in the management of depressive symptoms.     

儿童的同伴交往与孤独感:一项2年纵向研究

用提名法和问卷法对小学的3、4年级274名儿童进行两年追踪调查,采用交叉滞后设计,考察了同伴交往4个特征水平上的变量与孤独感的相互预测关系。结果发现：（1）自我报告的同伴交往变量——友谊质量和社交自我知觉与孤独感之间的交叉滞后效应显著;而同伴评定的同伴交往变量——积极提名、消极提名、受同伴欺负、消极退缩与孤独感之间的交叉滞后效应不显著;另外,前测的互选朋友数能显著负向预测后测的孤独感,前测的孤独感不能显著预测后测的互选朋友数。（2）在排除了早期其它变量的效应之后,积极提名分、消极提名分、受同伴欺负得分、消极退缩得分、互选朋友数在两年之间仍然呈现出高度的稳定性;友谊质量和社交自我知觉以及孤独感则表现出中等程度的稳定性     

Self-perception of competence in Korean children: Age, sex and home influences

The self-perceived competence of 750 Korean children in kindergarten through the seventh grade was investigated using adaptations of Harter's scales for younger and older children. Measures of family characteristics and the home environment were collected to explore the determinants of variation in self-perceived competence. Adaptations of the competence scales yielded maximum similarity of content across the full age span, and also reflected the Korean emphasis on collectivist, intergenerational social skills and on early, direct training in academic cognitive skills. The results replicate two findings reported for North American and European samples; namely, increasing differentiation of domains of self-perceived competence with age, and decreasing levels of self-perceived competence in the opening years of primary school. In addition, the present study also finds two phenomena not evident in previous reports. First, a significant statistical interaction of grade and sex in the cognitive and physical domain was found, such that girls' self-perceived competence decreased more with age than did that of boys. Second, two social domains were differentiated, one reflecting peer acceptance (like the Harter scales) and the other tapping intergenerational and collectivist social skills that are valued in Korean society. Structural equation modeling revealed different patterns of influence for the four outcome measures. Both the analysis of internal variation and comparison with previous reports highlight the importance of a social and cultural perspective in understanding the development of children's self-perceived competence.     

“Accept Me,or Else…”: Disputed Overestimation of Social Competence Predicts Increases in Proactive Aggression

It has been proposed that aggressive behavior may result from unrealistically positive self-evaluations that are disputed by others (Baumeister, Smart, & Boden, 1996). The present three studies tested this proposition concurrently and longitudinally for the domain of self-perceived social competence (SPSC) in 3-6th grade children on two continents. Each study tested whether aggressive behavior is related to general overestimation of SPSC compared to competence as perceived by peers, or to disputed overestimation, that is, overestimation disputed through rejection by peers. Specificity of relations with reactively or proactively aggressive behavior patterns was assessed and the predictive value of overestimation to the development of these types of aggressive behavior was investigated. Concurrently, disputed overestimation explained more variance in aggressive behavior than general overestimation, and was uniquely related to proactive aggression. Longitudinally, disputed overestimation also uniquely predicted changes in proactive, not reactive aggression.     

School Competence among Adolescents in Low-Income Families: Does Parenting Style Matter?

In the present study, we investigated parenting styles and self-perceived school competence among low-income adolescents in Norway. The purpose of the study was threefold: (1) to identify differences, if any, in self-perceived school competence between low-income ethnic Norwegians and low-income ethnic minorities; (2) to determine differences, if any, in the perception of parenting styles between the groups; and (3) to determine if parenting styles predict self-perceived school competence in the two groups. The sample consisted of 253 adolescents 12–18 years of age; 130 adolescents were ethnic Norwegians, and 123 were from ethnic minorities. Self-perceived school competence was measured using the Scholastic Competence subscale of Harter’s Self-Perception Profile for Adolescents. Perception of parenting style was measured with the following three scales: support, monitoring and neglect. An independent-samples t-test revealed that ethnic minorities reported higher levels of self-perceived school competence than did ethnic Norwegians. No significant difference between the groups in their perception of parenting styles was observed. Support and monitoring were positively correlated with school competence, whereas neglect was negatively correlated with school competence. When all three parenting styles were entered separately into standard multiple regression analyses for the two groups, a high degree of perceived neglect significantly predicted low self-perceived school competence in both groups. This finding indicates how schools and policy makers can explore the types of support that families may need to adopt better upbringing styles.     

Preliminary study of self-perceived communication competence amongst adults who do and do not stutter

PurposeAdults who stutter report a significant impact of stuttering on their quality of life, including negative thoughts and attitudes toward communication. In addition to this impact, adolescents who stutter also report lower levels of self-perceived communication competence (SPCC) compared to fluent peers. The purpose of this study was to extend the investigation of SPCC to adults who do and do not stutter. Additional aims investigated included if 1) SPCC predicted overall impact of stuttering, and, 2) stuttering frequency predicted SPCC among adults who stutter.MethodsTwenty-four adults who stutter and twenty-seven adults who do not stutter matched for age, gender, and education completed the Self-Perceived Communication Competence Scale (Richmond & McCroskey, 1997). All participants who stutter completed the Overall Assessment of the Speaker’s Experience of Stuttering (OASES [ages 18+]; Yaruss & Quesal, 2006) and speaking samples to measure stuttering frequency.ResultsAdults who stutter reported significantly lower SPCC scale total scores than adults who do not stutter. For adults who stutter, lower SPCC scale scores significantly predicted more severe overall impact of stuttering as measured by the OASES. Stuttering frequency did not predict SPCC scale scores.DiscussionThis is the first study to report differences in self-perceived communication competence between adults who do and do not stutter. Results suggest adults who stutter report lower self-perceived communication competence compared to adults who do not stutter. Adults who perceive themselves to have greater communication competence reported less severe overall impact of stuttering, and stuttering frequency did not influence SPCC. Clinical implications for intervention are discussed.     

Self-cognitions,stressful events,and the prediction of depression in children of depressed mothers

In a preliminary effort to integrate cognitive, life stress, and interpersonal approaches to vulnerability to depression, children's cognitions about themselves, their stressful life events, and the interaction of self-cognitions and life events were tested as predictors of depression. Children of normal, medically ill, and bipolar and unipolar depressed mothers were assessed initially and 6 months later for diagnostic status using the Kiddie-SADS interview. As predicted, Piers-Harris self-concept scores and interview-assessed children's stressful life events significantly predicted changes in depression status over the 6-month follow-up. Stressors and the interaction of stressors and self-concept also predicted changes in diagnosis of nonaffective disorders. A self-schema measure of accessibility of negative self-cognitions, known to be mood-dependent, failed to add to the prediction of depression severity. The results are consistent with a model of depression vulnerability that emphasizes cognition about self-worth and self-efficacy as mediators of the impact of stressful events, and we speculate that such self-schemas are acquired in part in the context of parent-child relationships. Recommendations are given for further studies of the acquisition and the mechanisms of self-schemas.This research was supported by an award from the William T. Grant Foundation. The assistance of Cheri Adrian, Dorli Burge, David Gordon, Donald Hiroto, Carol Jaenicke, our research staff, and cooperating agencies is gratefully acknowledged.     

Pathways linking temperament and depressive symptoms: a short-term prospective diary study among adolescents

The current study examined mechanisms through which trait negative affectivity (NA) and effortful control (EC) prospectively predict increases in depressive symptoms in a community sample of 110 adolescents (mean age=16.40 years) in a 9-week, multi-wave diary study. We hypothesised youth with high NA and low EC would experience greater increases in depressive symptoms because they generate more maladaptive cognitive responses to stress. NA predicted greater event-specific rumination and negative cognitive style across the study period. After controlling for trait cognitive vulnerabilities, only event-specific rumination mediated the effect of NA on subsequent depressive symptoms, suggesting that high-NA youth are more likely to ruminate about stressful events, which then predicts increases in depressive symptoms. EC did not moderate the effects of NA on either depressive symptoms or cognitive responses to stress. Results are discussed in terms of vulnerability-stress models linking temperament and depressive symptoms in adolescence.     

Pathways linking temperament and depressive symptoms: A short-term prospective diary study among adolescents

The current study examined mechanisms through which trait negative affectivity (NA) and effortful control (EC) prospectively predict increases in depressive symptoms in a community sample of 110 adolescents (mean age=16.40 years) in a 9-week, multi-wave diary study. We hypothesised youth with high NA and low EC would experience greater increases in depressive symptoms because they generate more maladaptive cognitive responses to stress. NA predicted greater event-specific rumination and negative cognitive style across the study period. After controlling for trait cognitive vulnerabilities, only event-specific rumination mediated the effect of NA on subsequent depressive symptoms, suggesting that high-NA youth are more likely to ruminate about stressful events, which then predicts increases in depressive symptoms. EC did not moderate the effects of NA on either depressive symptoms or cognitive responses to stress. Results are discussed in terms of vulnerability-stress models linking temperament and depressive symptoms in adolescence.     

Developmental changes in depressive cognitions: a longitudinal evaluation of the Cognitive Triad Inventory for Children

As part of a longitudinal study, the Cognitive Triad Inventory for Children (CTI-C; N. J. Kaslow, K. D. Stark, B. Printz, R. Livingston, & S. L. Tsai, 1992) as well as other measures of cognitive style and depressive symptoms were administered annually to 3 cohorts of children starting in Grades 2, 4, and 6. Developmentally based analyses revealed 4 things: (a) The factor structure of the CTI-C changed over the course of middle childhood and then stabilized in early adolescence; (b) the CTI-C correlated significantly with measures of depression, self-perceived competence, self-worth, perceived controllability, and perceived contingency, but not with measures of attributional style; (c) 1-year stability correlations increased substantially from Grade 2 to Grade 8; and (d) the CTI-C did not generally predict self-reported depressive symptoms 1 year later. Implications emerge regarding developmental changes in the structure of children's depressive cognitions.