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Negative affect reactivity to stress and internalizing symptoms over the transition to college for Latinx adolescents: Buffering role of family support / Samantha F. ANDERSON in Development and Psychopathology, 33-4 (October 2021)
[article]
Titre : Negative affect reactivity to stress and internalizing symptoms over the transition to college for Latinx adolescents: Buffering role of family support Type de document : Texte imprimé et/ou numérique Auteurs : Samantha F. ANDERSON, Auteur ; Michael R. SLADEK, Auteur ; Leah D. DOANE, Auteur Article en page(s) : p.1322-1337 Langues : Anglais (eng) Mots-clés : affect reactivity college transition internalizing symptoms Latinx social support Index. décimale : PER Périodiques Résumé : Affect reactivity to stress may play a role in the development of internalizing symptoms during the college transition, a critical developmental juncture for Latinx adolescents, the largest ethnic minority group on college campuses. This study examined whether affect reactivity during high school is associated with internalizing symptoms in college and explored two potential protective factors, perceived family and peer support. Participants were 209 Latinx adolescents (Mage = 18.10; 64.4% female) who completed standard surveys and four diary assessments per day over 7 days (N > 4,500 momentary observations). First, to measure affect reactivity, we assessed whether perceived stress was associated with negative affect at the momentary level during high school (senior year). Second, we tested whether affect reactivity predicted internalizing symptoms during the first year of college. Third, we tested whether perceived family or peer support buffered the negative consequences of affect reactivity. Results indicated statistically significant within- and between-person associations between stress and negative affect. Moreover, affect reactivity significantly predicted depressive, but not anxiety, symptoms. Buffering was found for family, but not peer, support. Findings extend previous research by detecting associations between momentary affect reactivity and internalizing symptoms during a sociocultural shift in Latinx adolescents’ lives and have implications for culturally appropriate programs to prevent depressive symptoms. En ligne : http://dx.doi.org/10.1017/S095457942000053X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457
in Development and Psychopathology > 33-4 (October 2021) . - p.1322-1337[article] Negative affect reactivity to stress and internalizing symptoms over the transition to college for Latinx adolescents: Buffering role of family support [Texte imprimé et/ou numérique] / Samantha F. ANDERSON, Auteur ; Michael R. SLADEK, Auteur ; Leah D. DOANE, Auteur . - p.1322-1337.
Langues : Anglais (eng)
in Development and Psychopathology > 33-4 (October 2021) . - p.1322-1337
Mots-clés : affect reactivity college transition internalizing symptoms Latinx social support Index. décimale : PER Périodiques Résumé : Affect reactivity to stress may play a role in the development of internalizing symptoms during the college transition, a critical developmental juncture for Latinx adolescents, the largest ethnic minority group on college campuses. This study examined whether affect reactivity during high school is associated with internalizing symptoms in college and explored two potential protective factors, perceived family and peer support. Participants were 209 Latinx adolescents (Mage = 18.10; 64.4% female) who completed standard surveys and four diary assessments per day over 7 days (N > 4,500 momentary observations). First, to measure affect reactivity, we assessed whether perceived stress was associated with negative affect at the momentary level during high school (senior year). Second, we tested whether affect reactivity predicted internalizing symptoms during the first year of college. Third, we tested whether perceived family or peer support buffered the negative consequences of affect reactivity. Results indicated statistically significant within- and between-person associations between stress and negative affect. Moreover, affect reactivity significantly predicted depressive, but not anxiety, symptoms. Buffering was found for family, but not peer, support. Findings extend previous research by detecting associations between momentary affect reactivity and internalizing symptoms during a sociocultural shift in Latinx adolescents’ lives and have implications for culturally appropriate programs to prevent depressive symptoms. En ligne : http://dx.doi.org/10.1017/S095457942000053X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457 College Students’ Openness Toward Autism Spectrum Disorders: Improving Peer Acceptance / Rose NEVILL in Journal of Autism and Developmental Disorders, 41-12 (December 2011)
[article]
Titre : College Students’ Openness Toward Autism Spectrum Disorders: Improving Peer Acceptance Type de document : Texte imprimé et/ou numérique Auteurs : Rose NEVILL, Auteur ; Susan W. WHITE, Auteur Année de publication : 2011 Article en page(s) : p.1619-1628 Langues : Anglais (eng) Mots-clés : Autism College student Adult Openness Acceptance College transition Index. décimale : PER Périodiques Résumé : One probable consequence of rising rates of autism spectrum disorder diagnosis in individuals without co-occurring intellectual disability is that more young adults with diagnoses or traits of ASD will attend college and require appropriate supports. This study sought to explore college students’ openness to peers who demonstrate ASD-characteristic behaviors. Results showed a significant difference in openness between students who had a first-degree relative with an ASD ( n = 18) and a gender-matched comparison group of students without such experience ( F = 4.85, p = .035). Engineering and physical science majors did not demonstrate more overall openness. Universities should make efforts to prevent social isolation of students with ASD, such as programs to educate students about ASD and supports to ease college transition. En ligne : http://dx.doi.org/10.1007/s10803-011-1189-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148
in Journal of Autism and Developmental Disorders > 41-12 (December 2011) . - p.1619-1628[article] College Students’ Openness Toward Autism Spectrum Disorders: Improving Peer Acceptance [Texte imprimé et/ou numérique] / Rose NEVILL, Auteur ; Susan W. WHITE, Auteur . - 2011 . - p.1619-1628.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-12 (December 2011) . - p.1619-1628
Mots-clés : Autism College student Adult Openness Acceptance College transition Index. décimale : PER Périodiques Résumé : One probable consequence of rising rates of autism spectrum disorder diagnosis in individuals without co-occurring intellectual disability is that more young adults with diagnoses or traits of ASD will attend college and require appropriate supports. This study sought to explore college students’ openness to peers who demonstrate ASD-characteristic behaviors. Results showed a significant difference in openness between students who had a first-degree relative with an ASD ( n = 18) and a gender-matched comparison group of students without such experience ( F = 4.85, p = .035). Engineering and physical science majors did not demonstrate more overall openness. Universities should make efforts to prevent social isolation of students with ASD, such as programs to educate students about ASD and supports to ease college transition. En ligne : http://dx.doi.org/10.1007/s10803-011-1189-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148