A test of the integration of the response styles and social support theories of depression in third and seventh grade children
A test of the integration of the response styles and social support theories of depression in third and seventh grade children
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DOI：
10.1521/jscp.23.5.653.50752
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发表时间：
2004-10-01
影响因子：
1.7
通讯作者：
Rochon, A
中科院分区：
文献类型：
--
作者：
Abela, JRZ;Vanderbilt, E;Rochon, A
当前研究的目的是测试三年级和七年级儿童抑郁症的反应方式和社会支持理论的整合。 260 名儿童完成了评估反应风格（例如沉思、分心和解决问题）、社会支持和抑郁症状的措施。根据反应风格理论，表现出沉思反应风格的三年级和七年级学生报告的抑郁症状比那些没有表现出这种风格的学生更高。此外，那些表现出对抑郁情绪采取分散注意力或解决问题的反应倾向的七年级学生报告的抑郁症状水平比没有表现出这种倾向的七年级学生要低。最后，与假设一致，在七年级学生中，（a）沉思与抑郁症状之间的关系。
The goal of the current study was to test the integration of the response styles and social support theories of depression in third and seventh grade children. Two hundred and sixty children completed measures assessing response styles (e.g., rumination, distraction, and problem-solving), social support, and depressive symptoms. In line with the response styles theory, third and seventh graders who exhibited a ruminative response style reported higher levels of depressive symptoms than those who did not exhibit such a style. In addition, seventh graders who exhibited a tendency to engage in either distractive or problem-solving responses to depressed mood reported lower levels of depressive symptoms than seventh graders who did not exhibit such tendencies. Last, in line with hypotheses, in seventh graders, (a) the relationship between rumination and depressive symptoms.