Impact of School Transition Stressors on Hispanic Adolescents’ Symptoms of Social Anxiety and Depression: Repetitive Negative Thinking as a Potential Mediator
Barra lateral del artículo
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
La revista provee acceso inmediato y gratuito a sus contenidos. La publicación es gratuita y sus contenidos se distribuyen con la licencia Creative Commons Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) . Los derechos de las obras publicadas en esta revista son propiedad del autor y este es libre de distribuir y difundir las mismas fuentes siempre y cuando cite correctamente la fuente de publicación, estos actos no sean con fines comerciales y no se generen obras derivadas.
Contenido principal del artículo
Resumen
Adolescents’ lives undergo considerable reorganization during school transitions, which require establishing new peer relationships and participating in more demanding academic activities. Yet, little is known about how school-transition stressors affect adolescents’ feelings of social anxiety (SA) and depression, especially among Hispanic youth who are at elevated risk for school dropout. We examined school-transition stressors as predictors of adolescents’ SA and depressive symptoms and evaluated whether the tendency to engage in repetitive negative thinking (RNT) (e.g., worry and rumination) served as a transdiagnostic mediating pathway. Participants were 461 Hispanic adolescents (Mage=14.22; 59% female) attending high school in a large metropolitan area of the U.S., who completed three surveys over the school year. At T1 (October), adolescents reported transition stressors related to school performance, peer pressure, teacher interactions, and school/leisure conflict, and current symptoms of SA and depression. At T2 (February), adolescents reported levels of RNT. At T3 (May), adolescents again reported symptoms of SA and depression. Structural equation modeling examined associations between transition stressors (T1) and symptoms of SA and depression at the end of the school year (T3) and whether RNT mediated these associations, controlling for gender and T1 symptoms. School performance stressors predicted increased SA and depressive symptoms at the end of the school year and RNT mediated these relationships. Furthermore, T1 peer pressure predicted T3 depressive symptoms. Overall, stressors during the high school transition affect Hispanic youth’s functioning, and RNT may be an important transdiagnostic target for interventions to reduce adolescent SA and depression.
Citas
Andersen, S., Davidsen, M., Nielsen, L., & Tolstrup, J.S. (2021). Mental health groups in high school students and later school dropout: A latent class and register-based follow-up analysis of the Danish National Youth Study. BMC Psychology, 9, 122. https://doi.org/10.1186/s40359-021-00621-7.
Auerbach, R.P., Mortier, P., Bruffaerts, R., Alonso, J., Benjet, C., Cuijpers, P., ... & Kessler, R. (2018). WHO World Mental Health Surveys International College Student Project: Prevalence and distribution of mental disorders. Journal of Abnormal Psychology, 127, 623. https://doi.org/10.1037/abn0000362.
Barber B.K. & Olsen, J.A. (2004). Assessing the transitions to middle and high school. Journal of Adolescent Research, 19, 3-30. https://doi.org/10.1177/0743558403258113.
Benner, A.D. & Graham, S. (2009). The transition to high school as a developmental process among multiethnic urban youth. Child Development, 80, 356-376. https://doi.org/10.1111/j.1467-8624.2009.01265.x.
Bijttebier, P., Raes, F., Vasey, M.W., Bastin, M., & Ehring, T.W. (2015). Assessment of repetitive negative thinking in children: The Perseverative Thinking Questionnaire–Child Version (PTQ-C). Journal of Psychopathology and Behavioral Assessment, 37, 164-170. https://doi.org/10.1007/s10862-014-9446-x.
Blom-Hoffman, J., Leff, S.S., Franko, D.L., Weinstein, E., Beakley, K., & Power, T.J. (2009). Consent procedures and participation rates in school-based intervention and prevention research: Using a multi-component, partnership-based approach to recruit participants. School Mental Health, 1(1), 3-15. https://doi.org/10.1007/s12310-008-9000-7.
Bonnesen, C.T., Jensen, M.P., Madsen, K.R., Toftager, M., Rosing, J.A., & Krølner, R.F. (2020). Implementation of initiatives to prevent student stress: process evaluation findings from the Healthy High School study. Health Education Research, 35, 195–215. https://doi.org/10.1093/her/cyaa003.
Brodar, K.E., La Greca, A.M., Hysing, M., & Llabre, M.M. (2020). Stressors, repetitive negative thinking, and insomnia symptoms in adolescents beginning high school. Journal of Pediatric Psychology, 45, 1027-1038. https://doi.org/10.1093/jpepsy/jsaa064.
Byrne, D.G., Davenport, S.C., & Mazanov, J. (2007). Profiles of adolescent stress: The development of the Adolescent Stress Questionnaire. Journal of Adolescence, 30, 393-416. https://doi.org/10.1016/j.adolescence.2006.04.004.
Chalita, P.J., Palacios, L., Cortes, J.F., Landeros-Weisenberger, A., Panza, K.E., & Bloch, M.H. (2012). Relationship of dropout and psychopathology in a high school sample in Mexico. Frontiers in Psychiatry, 3, 20. https://doi.org/10.3389/fpsyt.2012.00020.
Cole, M. & Cole, S.R. (2001). The development of children (4th Ed.). NY: Worth Publishers. de Lijster, J.M., Dierckx, B., Utens, E.M.W.J., Verhulst, F.C., Zieldorff, C., Dieleman, G.C., & Legerstee, J.S. (2017).The age of onset of anxiety disorders: A meta-analysis. The Canadian Journal of Psychiatry, 62, 237-246. https://doi.org/10.1177/0706743716640757.
De Wit, D.J., Karioja, K., Rye, B.J., & Shain, M. (2011). Perceptions of declining classmate and teacher support following the transition to high school: Potential correlates of increasing student mental health difficulties. Psychology in the Schools, 48, 556–572. https://doi.org/10.1002/pits.20576.
Ehring, T. & Watkins, E.R. (2008). Repetitive negative thinking as a transdiagnostic process. International Journal of Cognitive Therapy, 1, 195-205. https://doi.org/10.1177/1073191117693923.
Evans, D., Borriello, G.A., & Field, A.P. (2018). A review of the academic and psychological impact of the transition to secondary education. Frontiers in Psychology, 29. https://doi.org/10.3389/fpsyg.2018.01482.
Fergusson, D.M., Woodward, L.J. (2002). Mental health, educational, and social role outcomes of adolescents with depression. Archives of General Psychiatry, 59, 225–231. https://doi.org/10.3389/fpsyg.2018.01482.
Furman, W., McDunn, C., & Young, B.J. (2009). The role of peer and romantic relationships in adolescent affective development. In N. Allen and L. Sheeber (Eds.), Adolescent emotional development and the emergence of depressive disorders. NY: Cambridge University Press.
Goodwin, N.P., Mrug, S., Borch, C., & Cillessen, A.H. (2012). Peer selection and socialization in adolescent depression: The role of school transitions. Journal of Youth and Adolescence, 41, 320-332. https://doi.org/10.1007/s10964-011-9723-x.
Gramlich, J. (2017). Hispanic dropout rate hits new low, college enrollment at new high. Pew Research Center. Available at: http://pewrsr.ch/2x2wyy1
Grant, K.E., Compas, B.E., Stuhlmacher, A.F., Thrum, A.E., McMahon, S.D., & Halpert, J.A. (2003). Stressors and child and adolescent psychopathology: Moving from markers to mechanisms of risk. Psychological Bulletin, 129, 447-466. https://doi.org/10.1037/0033-2909.129.3.447.
Hankin, B.L. (2008). Rumination and depression in adolescence: Investigating symptom specificity in a multiwave prospective study. Journal of Clinical Child and Adolescent Psychology, 37, 701-713.
Hankin, B.L., Mermelstein, R., & Roesch, L. (2007). Sex differences in adolescent depression: Stress exposure and reactivity models. Child Development, 78, 279-295. https://doi.org/10.1080/15374410802359627.
Hilt, L.M., Swords, C.M. (2021). Acceptability and preliminary effects of a mindfulness mobile application for ruminative adolescents. Behavior Therapy, 52, 1339-1350. https://doi.org/10.1016/j.beth.2021.03.004.
Horowitz, J.M. & Graf, N. (2019). Most U.S. teens see anxiety and depression as major problems among their peers. Pew Research Center. Available at: https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-anddepression-as-a-major-problem-among-their-peers/
Hu, L.T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118.
Kallianta, M. K., Katsira, X. E., Tsitsika, A. K., Vlachakis, D., Chrousos, G., Darviri, C., & Bacopoulou, F. (2021). Stress management intervention to enhance adolescent resilience: A randomized controlled trial. EMBnet.journal, 26, e967. https://doi.org/10.14806/ej.26.1.967.
Kessler, R.C., Chiu, W.T., Demler, O., & Walters, E.E. (2005). Prevalence, severity, and comorbidity of 12-month DSM-IV disorders in the National Comorbidity Survey Replication. Archives of General Psychiatry, 62(6), 617-627. https://doi.org/10.1001/archpsyc.62.6.617.
La Greca, A.M., Ehrenreich-May, J., Mufson, L., & Chan, S. (2016). Preventing adolescent social anxiety and depression and reducing negative peer victimization: Intervention development and open trial. Child and Youth Care Forum, 45, 905-926. https://doi.org/10.1007/s10566-016-9363-0.
La Greca, A.M., & Harrison, H.W. (2005). Adolescent peer relations, friendships and romantic relationships: Do they predict social anxiety and depression? Journal of Clinical Child and Adolescent Psychology, 34, 49-61.
https://doi.org/10.1207/s15374424jccp3401_5.
La Greca, A.M. & Landoll, R.R. (2011). Peer influences in the development and maintenance of anxiety disorders. In W. K. Silverman & A. Field (Eds.), Anxiety disorders in children and adolescents: Research, assessment, and intervention (2nd Ed.). London: Cambridge University Press.
La Greca, A.M., & Ranta, K. (2015). Developmental transitions in adolescence and their implications for social anxiety. In K. Ranta, K., A.M. La Greca, M. Marttunen, & L.J. Garcia-Lopez (Eds.), Social anxiety and social phobia in adolescents: Development, manifestation, and treatment strategies. New York, NY: Springer.
Lewinsohn, P.M., Rohde, P., Seeley, J.R., Klein, D.N., Gotlib, I.H. (2003). Psychosocial functioning of young adults who have experienced and recovered from major depressive disorder during adolescence. Journal of Abnormal Psychology, 112, 353-63. https://doi.org/10.1037/0021-843x.112.3.353.
Little, R.J. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83(404), 1198-1202.
Madjar, N., Cohen, V., & Shoval, G. (2018). Longitudinal analysis of the trajectories of academic and social motivation across the transition from elementary to middle school. Educational Psychology, 38, 221–247. https://doi.org/10.1080/01443410.2017.1341623.
McEvoy, P.M., Watson, H., Watkins, E.R., & Nathan, P. (2013). The relationship between worry, rumination, and comorbidity: Evidence for repetitive negative thinking as a transdiagnostic construct. Journal of Affective Disorders, 151(1), 313-320. https://doi.org/10.1016/j.jad.2013.06.014.
Michl, L.C., McLaughlin, K.A., Shepherd, K., & Nolen-Hoeksema, S. (2013). Rumination as a mechanism linking stressful life events to symptoms of depression and anxiety: Longitudinal evidence in early adolescents and adults. Journal of Abnormal Psychology, 122(2), 339-352. https://doi.org/10.1037/a0031994.
Newman, B.M., Newman, P.R., Griffen, S., O’Connor, K., & Spas, J. (2007). The relationship of social support to depressive symptoms during the transition to high school Adolescence, 42, 441-459.
Radloff, L. S. (1977). The CES-D scale: A self-report depression scale for research in the general population. Applied Psychological Measurement, 1, 385–401.
Ranta, K., Kaltiala-Heino, R., Pelkonen, M., & Marttunen, M. (2009a). Associations between peer victimization, self-reported depression and social phobia among adolescents: The role of comorbidity. Journal of Adolescence, 32, 77-93.
https://doi.org/10.1016/j.adolescence.2007.11.005.
Ranta, K., Kaltiala-Heino, R., Rantanen, P., & Marttunen, M. (2009b). Social phobia in Finnish general adolescent population: Prevalence, comorbidity, individual and family correlates, and service use. Depression and Anxiety, 26, 528–536. https://doi.org/10.1002/da.20422.
Ratelle, C.F., Senecal, C., & Vallerand, R.J. (2005). The relationship between school-leisure conflict and educational and mental health indices: A motivational analysis. Journal of Applied Social Psychology, 35, 1800-1823.
Rood, L., Roelofs, J. Bogels, S.M., & Alloy, L.B. (2010). Dimensions of negative thinking and the relations with symptoms of depression and anxiety in children and adolescents. Cognitive Therapy and Research, 34, 333-342. https://doi.org/10.1007/s10608-009-9261-y.
Rushton, J.L., Forcier, M., & Schectman, R.M. (2002). Epidemiology of depressive symptoms in the National Longitudinal Study of Adolescent Health. Journal of the American Academy of Child & Adolescent Psychiatry, 41(2), 199-205.
https://doi.org/10.1097/00004583-200202000-00014.
Stein, M.B., Kean, Y.M. (2000). Disability and quality of life in social phobia: Epidemiologic findings. American Journal of Psychiatry, 157(10), 1606-1613. https://doi.org/10.1176/appi.ajp.157.10.1606.
Tarlow, N., Bernstein, R.L., & La Greca, A.M. (2018). Measuring adolescent stress: An initial examination of the psychometric properties of a brief stress measure. Presented at the National Conference in Clinical Child and Adolescent Psychology, Kansas City, KS. US News and World Report (2022). Overview of Miami-Dade County Public Schools.
Available at https://www.usnews.com/education/k12/florida/districts/miamidade-110364.
Xiang, Z., Tan, S., Kang, Q., Zhang, B., & Zhu, L. (2019). Longitudinal effects of examination stress on psychological well‐being and a possible mediating role of self‐esteem in Chinese high school students. Journal of Happiness Studies, 20, 283–
https://doi.org/10.1007/s10902-017-9948-9.
Yan, Y.W., Lin, R. M., Su, Y.K., & Liu, M.Y. (2018). The relationship between adolescent academic stress and sleep quality: A multiple mediation model. Social Behavior and Personality: An International Journal, 46(1), 63-77.
https://doi.org/10.2224/sbp.6530.
Young, J.F., Kranzler, A., Gallop, R., & Mufson, L. (2012). Interpersonal psychotherapyadolescent skills training: Effects on school and social functioning. School Mental Health, 4, 254-264. https://doi.org/10.1007/s12310-012-9078-9.