COMPETENCY BASED MODEL OF CHILD AND ADOLESCENT

描述(摘自申请者的摘要)：本项目的目标 是延伸和拓展了一项非常成功的纵向关系研究 抑郁与儿童多领域能力之间的关系。一些人 假设源自基于能力的儿童抑郁模型(参见 科尔，1990,1991，科尔等人，在印刷中)。其他人则将此模式扩展到 研究认知障碍的出现和性别差异 青春期出现的抑郁症。在原件中 多特质-多方法研究，我们收集了家长、老师、同伴和 关于五个领域的自我报告，包括焦虑、抑郁和焦虑。数据 在三年的时间里从1000多人中聚集了六次浪潮 在这项研究开始时，三年级和六年级的儿童。这个 目前的研究将把数据收集再延长四年(队列1： 6=9年级；队列2：9=12年级)增加了重要的新措施。 感兴趣的问题包括：(1)能力是否可以预测 随着时间的推移，抑郁是否预示着能力的变化？ 时间；这些关系的强度是否会随着孩子的年龄而变化？ (2)能力上的个体差异是否可以预测抑郁的变化， 焦虑，还是宽带消极？(3)两者之间的关系如何 抑郁和焦虑随儿童年龄的不同而不同？(4)以下哪些领域 随着孩子的进入，能力与抑郁的关系变得更多(或更少) 青春期中期？(5)“新”能力领域的能力 保护青少年免受其他领域无能的影响？ (6)在青春期早期到中期，认知自我结构是否开始 与消极的生活事件相互作用以预防或传播抑郁？ (7)自我或他人感知能力的历史在多大程度上 调节或调节性别与抑郁之间的关系 在青春期的时候？结构方程建模，分层线性 建模和购物车分析将用于解决这些问题。

DESCRIPTION (Adapted from applicant's abstract): The goal of this project is to extend and expand a very successful longitudinal study of the relation between depression and multiple domains of competence in children. Some hypotheses derive from a competency-based model of child depression (see Cole, 1990, 1991, Cole et.al, in press). Others extend this model to examine the emergence of cognitive diatheses and gender differences in depression that appear in adolescence. In the original multitrait-multimethod study, we collected parent, teacher, peer, and self-reports on five domains of compe-tence, depression, and anxiety. Data were gathered for six waves over a three-year period from more than 1000 children who were third and sixth graders at the onset of that study. The current study will extend data collection for four more years (cohort 1: 6th=> 9th grade; cohort 2: 9th=>12th grade) adding important new measures. Questions of interest include (1) Does competence predict change in depression over time; does depression predict change in competence over time; and does the strength of these relations vary with children's age? (2) Do individual differences in competencies predict change in depression, anxiety, or broad band negativity? (3) How does the relation between depression and anxiety vary with children's age? (4) Which domains of competence become more (or less) related to depression as children enter middle adolescence? (5) Can competencies in "new" domains of competence protect the adolescent from the effects of incompetence in other domains? (6) In early to middle adolescence, do cognitive self-structure begin to interact with negative life events to forestall or promulgate depression? (7) To what extent does a history of self- or other-perceived competencies mediate or moderate the relation between gender and depression that emerges in adoles-cence? Structural equation modeling, hierarchical linear modeling, and CART analyses will be used to address these issues.