Impacto de los estresores de la transición escolar en los síntomas de ansiedad social y depresión de los adolescentes hispanos: el pensamiento negativo repetitivo como un mediador potencial
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Abstract
Las vidas de los adolescentes sufren una reorganización considerable durante las transiciones escolares, que requieren establecer nuevas relaciones con los compañeros y participar en actividades académicas más exigentes. Sin embargo, se sabe poco sobre cómo los factores estresantes de la transición escolar afectan a los sentimientos de ansiedad social (AS) y depresión de los adolescentes, especialmente entre los jóvenes hispanos que tienen un riesgo elevado de abandono escolar. Examinamos los factores estresantes de la transición escolar como predictores de la AS y los síntomas depresivos de los adolescentes y evaluamos si la tendencia a participar en el pensamiento negativo repetitivo (PNR) (por ejemplo, la preocupación y la rumiación) sirvió como una vía de mediación transdiagnóstica. Los participantes fueron 461 adolescentes hispanos (Medad=14,22; 59% mujeres) que asistían a la escuela secundaria en una gran área metropolitana de los EE.UU., que completaron tres encuestas durante el año escolar. En T1 (octubre), los adolescentes informaron de los factores de estrés de transición relacionados con el rendimiento escolar, la presión de los compañeros, las interacciones con los profesores y los conflictos entre la escuela y el ocio, así como de los síntomas actuales de SA y depresión. En T2 (febrero), los adolescentes informaron de los niveles de PNR. En T3 (mayo), los adolescentes volvieron a informar de los síntomas de AS y depresión. El modelo de ecuaciones estructurales examinó las asociaciones entre los estresores de transición (T1) y los síntomas de AS y depresión al final del año escolar (T3) y si la PNR medió en estas asociaciones, controlando el género y los síntomas de T1. Los estresores del rendimiento escolar predijeron un aumento de los síntomas de SA y depresión al final del año escolar y la PNR medió en estas relaciones. Además, la presión de los compañeros de T1 predijo los síntomas depresivos de T3. En general, los factores de estrés durante la transición a la escuela secundaria afectan al funcionamiento de los jóvenes hispanos, y la PNR puede ser un importante objetivo transdiagnóstico para las intervenciones destinadas a reducir la AS y la depresión en los adolescentes.
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