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The temporal sequence of depressive symptoms, peer victimization, and self-esteem across adolescence: Evidence for an integrated self-perception driven model / Zacharie SAINT-GEORGES in Development and Psychopathology, 32-3 (August 2020)
[article]
Titre : The temporal sequence of depressive symptoms, peer victimization, and self-esteem across adolescence: Evidence for an integrated self-perception driven model Type de document : Texte imprimé et/ou numérique Auteurs : Zacharie SAINT-GEORGES, Auteur ; Tracy VAILLANCOURT, Auteur Article en page(s) : p.975-984 Langues : Anglais (eng) Mots-clés : depression mental health peer victimization self-esteem self-perception Index. décimale : PER Périodiques Résumé : Depression is associated with a multiplicity of adverse outcomes in adolescence, including peer victimization and low self-esteem. Depressive symptoms, peer victimization, and self-esteem are linked in cross-sectional studies, but no longitudinal study has been conducted assessing their developmental pathways in one integrated model across adolescence. We explored their temporal sequencing in a normative sample of 612 Canadian adolescents (54% girls) assessed annually over 5 years (Grade 7 to Grade 11). Potential confounders such as biological sex, ethnicity/race, and parent income and education were statistically controlled. We found evidence for the vulnerability model (self-esteem predicting depression) and the symptoms-driven model (depression predicting peer victimization). Our findings also supported the integration of these pathways into a self-perception driven model characterized by the indirect effect of self-esteem on later peer victimization via depressive symptoms. Specifically, poor self-esteem initiated a developmental cascade that led to poor mood and poor peer relations. These results highlight the importance of helping youth form a healthy identity that promotes positive mental health and peer relations, and the need to intervene with depressed, victimized, and at-risk adolescents to instill positive self-regard. Our results also emphasize the central role that self-perceptions play in the onset and maintenance of poor outcomes. En ligne : http://dx.doi.org/10.1017/s0954579419000865 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429
in Development and Psychopathology > 32-3 (August 2020) . - p.975-984[article] The temporal sequence of depressive symptoms, peer victimization, and self-esteem across adolescence: Evidence for an integrated self-perception driven model [Texte imprimé et/ou numérique] / Zacharie SAINT-GEORGES, Auteur ; Tracy VAILLANCOURT, Auteur . - p.975-984.
Langues : Anglais (eng)
in Development and Psychopathology > 32-3 (August 2020) . - p.975-984
Mots-clés : depression mental health peer victimization self-esteem self-perception Index. décimale : PER Périodiques Résumé : Depression is associated with a multiplicity of adverse outcomes in adolescence, including peer victimization and low self-esteem. Depressive symptoms, peer victimization, and self-esteem are linked in cross-sectional studies, but no longitudinal study has been conducted assessing their developmental pathways in one integrated model across adolescence. We explored their temporal sequencing in a normative sample of 612 Canadian adolescents (54% girls) assessed annually over 5 years (Grade 7 to Grade 11). Potential confounders such as biological sex, ethnicity/race, and parent income and education were statistically controlled. We found evidence for the vulnerability model (self-esteem predicting depression) and the symptoms-driven model (depression predicting peer victimization). Our findings also supported the integration of these pathways into a self-perception driven model characterized by the indirect effect of self-esteem on later peer victimization via depressive symptoms. Specifically, poor self-esteem initiated a developmental cascade that led to poor mood and poor peer relations. These results highlight the importance of helping youth form a healthy identity that promotes positive mental health and peer relations, and the need to intervene with depressed, victimized, and at-risk adolescents to instill positive self-regard. Our results also emphasize the central role that self-perceptions play in the onset and maintenance of poor outcomes. En ligne : http://dx.doi.org/10.1017/s0954579419000865 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 Do Children with Autism Spectrum Disorder Understand Their Academic Competencies? / Rosaria FURLANO in Journal of Autism and Developmental Disorders, 50-9 (September 2020)
[article]
Titre : Do Children with Autism Spectrum Disorder Understand Their Academic Competencies? Type de document : Texte imprimé et/ou numérique Auteurs : Rosaria FURLANO, Auteur ; Elizabeth A. KELLEY, Auteur Article en page(s) : p.3101-3113 Langues : Anglais (eng) Mots-clés : Academic competency Autism spectrum disorders Feedback Metacognition Self-concept Self-perception Index. décimale : PER Périodiques Résumé : Research suggests that individuals with autism spectrum disorder (ASD) are unaware of their competencies in many domains. The current study examines whether self-perception of academic competency differs in children with ASD compared to typically-developing (TD) controls and whether estimations change after providing feedback. Sixty participants, 10-15 years of age, completed academic tasks and were asked to predict their performance before and after each task. The ASD group overestimated their performance compared to the TD group except when provided with feedback. The ASD group was significantly more accurate with their perceptions when receiving feedback, which suggests that they are able to process concrete feedback. Future research should attempt to understand the underlying mechanisms and functions of this bias. En ligne : http://dx.doi.org/10.1007/s10803-019-03988-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3101-3113[article] Do Children with Autism Spectrum Disorder Understand Their Academic Competencies? [Texte imprimé et/ou numérique] / Rosaria FURLANO, Auteur ; Elizabeth A. KELLEY, Auteur . - p.3101-3113.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3101-3113
Mots-clés : Academic competency Autism spectrum disorders Feedback Metacognition Self-concept Self-perception Index. décimale : PER Périodiques Résumé : Research suggests that individuals with autism spectrum disorder (ASD) are unaware of their competencies in many domains. The current study examines whether self-perception of academic competency differs in children with ASD compared to typically-developing (TD) controls and whether estimations change after providing feedback. Sixty participants, 10-15 years of age, completed academic tasks and were asked to predict their performance before and after each task. The ASD group overestimated their performance compared to the TD group except when provided with feedback. The ASD group was significantly more accurate with their perceptions when receiving feedback, which suggests that they are able to process concrete feedback. Future research should attempt to understand the underlying mechanisms and functions of this bias. En ligne : http://dx.doi.org/10.1007/s10803-019-03988-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 Understanding Parent' Child Social Informant Discrepancy in Youth with High Functioning Autism Spectrum Disorders / Matthew D. LERNER in Journal of Autism and Developmental Disorders, 42-12 (December 2012)
[article]
Titre : Understanding Parent' Child Social Informant Discrepancy in Youth with High Functioning Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Matthew D. LERNER, Auteur ; Casey D. CALHOUN, Auteur ; Amori Yee MIKAMI, Auteur ; Andres DE LOS REYES, Auteur Année de publication : 2012 Article en page(s) : p.2680-2692 Langues : Anglais (eng) Mots-clés : High functioning autism Social skills Self-perception Social cognition Informant discrepancies Index. décimale : PER Périodiques Résumé : We investigated discrepancies between parent- and self-reported social functioning among youth with autism spectrum disorders (ASD). Three distinct samples showed discrepancies indicating that parents viewed their children as performing one standard deviation below a standardization mean, while youth viewed themselves as comparably-skilled relative to peers. Discrepancies predicted lower parental self-efficacy, and lower youth-reported hostile attributions to peers, marginally-lower depression, and decreased post-treatment social anxiety. Discrepancies predicted outcomes better than parent- or youth-report alone. Informant discrepancies may provide valuable additional information regarding child psychopathology, parental perceptions of parenting stress, and youth treatment response. Findings support a model where abnormal self-perceptions in ASD stem from inflated imputation of subjective experiences to others, and provide direction for improving interventions for youth and parents. En ligne : http://dx.doi.org/10.1007/s10803-012-1525-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184
in Journal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2680-2692[article] Understanding Parent' Child Social Informant Discrepancy in Youth with High Functioning Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Matthew D. LERNER, Auteur ; Casey D. CALHOUN, Auteur ; Amori Yee MIKAMI, Auteur ; Andres DE LOS REYES, Auteur . - 2012 . - p.2680-2692.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2680-2692
Mots-clés : High functioning autism Social skills Self-perception Social cognition Informant discrepancies Index. décimale : PER Périodiques Résumé : We investigated discrepancies between parent- and self-reported social functioning among youth with autism spectrum disorders (ASD). Three distinct samples showed discrepancies indicating that parents viewed their children as performing one standard deviation below a standardization mean, while youth viewed themselves as comparably-skilled relative to peers. Discrepancies predicted lower parental self-efficacy, and lower youth-reported hostile attributions to peers, marginally-lower depression, and decreased post-treatment social anxiety. Discrepancies predicted outcomes better than parent- or youth-report alone. Informant discrepancies may provide valuable additional information regarding child psychopathology, parental perceptions of parenting stress, and youth treatment response. Findings support a model where abnormal self-perceptions in ASD stem from inflated imputation of subjective experiences to others, and provide direction for improving interventions for youth and parents. En ligne : http://dx.doi.org/10.1007/s10803-012-1525-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184