How Do School Connectedness and Attachment to Parents Interrelate in Predicting Adolescent Depressive Symptoms? / Ian M. SHOCHET in Journal of Clinical Child & Adolescent Psychology, 37-3 (July-September 2008)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 37-3 (July-September 2008) . - p.676-681 Titre : How Do School Connectedness and Attachment to Parents Interrelate in Predicting Adolescent Depressive Symptoms? Type de document : Texte imprimé et/ou numérique Auteurs : Ian M. SHOCHET, Auteur ; Ross HOMEL, Auteur ; Wendell D. COCKSHAW, Auteur ; Danielle T. MONTGOMERY, Auteur Année de publication : 2008 Article en page(s) : p.676-681 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this study, we tested whether school connectedness mediated or moderated the effect of parental attachment on adolescent depressive symptoms. A sample of 153 secondary school students ranging from 8th to 12th grade were assessed using measures of parental attachment, school connectedness, and depressive symptoms. Independently, parental attachment and school connectedness accounted for 28% and 49% of the variance in depressive symptoms respectively, whereas collectively they accounted for 53% of the variance. School connectedness only partially mediated the relationship between parental attachment and depressive symptoms, and there was no significant moderation effect. En ligne : http://dx.doi.org/10.1080/15374410802148053 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545 [article] How Do School Connectedness and Attachment to Parents Interrelate in Predicting Adolescent Depressive Symptoms? [Texte imprimé et/ou numérique] / Ian M. SHOCHET, Auteur ; Ross HOMEL, Auteur ; Wendell D. COCKSHAW, Auteur ; Danielle T. MONTGOMERY, Auteur . - 2008 . - p.676-681. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 37-3 (July-September 2008) . - p.676-681 Index. décimale : PER Périodiques Résumé : In this study, we tested whether school connectedness mediated or moderated the effect of parental attachment on adolescent depressive symptoms. A sample of 153 secondary school students ranging from 8th to 12th grade were assessed using measures of parental attachment, school connectedness, and depressive symptoms. Independently, parental attachment and school connectedness accounted for 28% and 49% of the variance in depressive symptoms respectively, whereas collectively they accounted for 53% of the variance. School connectedness only partially mediated the relationship between parental attachment and depressive symptoms, and there was no significant moderation effect. En ligne : http://dx.doi.org/10.1080/15374410802148053 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545

A Prospective Study Investigating the Impact of School Belonging Factors on Negative Affect in Adolescents / Ian M. SHOCHET in Journal of Clinical Child & Adolescent Psychology, 40-4 (July-August 2011)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 40-4 (July-August 2011) . - p.586-595 Titre : A Prospective Study Investigating the Impact of School Belonging Factors on Negative Affect in Adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Ian M. SHOCHET, Auteur ; Coral L. SMITH, Auteur ; Michael J. FURLONG, Auteur ; Ross HOMEL, Auteur Année de publication : 2011 Article en page(s) : p.586-595 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : School belonging, measured as a unidimensional construct, is an important predictor of negative affective problems in adolescents, including depression and anxiety symptoms. A recent study found that one such measure, the Psychological Sense of School Membership scale, actually comprises three factors: Caring Relations, Acceptance, and Rejection. We explored the relations of these factors with negative affect in a longitudinal study of 504 Australian Grade 7 and 8 students. Each school belonging factor contributed to the prediction of negative affect in cross-sectional analyses. Scores on the Acceptance factor predicted subsequent negative affect for boys and girls, even controlling for prior negative affect. For girls, the Rejection factor was also significant in the prospective analysis. These findings have implications for the design of interventions and are further confirmation that school belonging should be considered a multidimensional construct. En ligne : http://dx.doi.org/10.1080/15374416.2011.581616 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132 [article] A Prospective Study Investigating the Impact of School Belonging Factors on Negative Affect in Adolescents [Texte imprimé et/ou numérique] / Ian M. SHOCHET, Auteur ; Coral L. SMITH, Auteur ; Michael J. FURLONG, Auteur ; Ross HOMEL, Auteur . - 2011 . - p.586-595. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 40-4 (July-August 2011) . - p.586-595 Index. décimale : PER Périodiques Résumé : School belonging, measured as a unidimensional construct, is an important predictor of negative affective problems in adolescents, including depression and anxiety symptoms. A recent study found that one such measure, the Psychological Sense of School Membership scale, actually comprises three factors: Caring Relations, Acceptance, and Rejection. We explored the relations of these factors with negative affect in a longitudinal study of 504 Australian Grade 7 and 8 students. Each school belonging factor contributed to the prediction of negative affect in cross-sectional analyses. Scores on the Acceptance factor predicted subsequent negative affect for boys and girls, even controlling for prior negative affect. For girls, the Rejection factor was also significant in the prospective analysis. These findings have implications for the design of interventions and are further confirmation that school belonging should be considered a multidimensional construct. En ligne : http://dx.doi.org/10.1080/15374416.2011.581616 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132

The Role of Social Skills and School Connectedness in Preadolescent Depressive Symptoms / Anthony G. ROSS in Journal of Clinical Child & Adolescent Psychology, 39-2 (March-April 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-2 (March-April 2010) . - p.269-275 Titre : The Role of Social Skills and School Connectedness in Preadolescent Depressive Symptoms Type de document : Texte imprimé et/ou numérique Auteurs : Anthony G. ROSS, Auteur ; Ian M. SHOCHET, Auteur ; Rachael BELLAIR, Auteur Année de publication : 2010 Article en page(s) : p.269-275 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In the current study, we tested whether school connectedness mediates more distal deficits in social skills in influencing depressive symptoms in a sample of 127 sixth- and seventh-grade students. Results demonstrated that school connectedness and social skills accounted for 44% and 26% of variance in depressive symptoms respectively and 49% in a combined model. Although the full mediation model hypothesis was not supported, follow-up analyses revealed that school connectedness partially mediated the link between social skills and preadolescent depressive symptoms. Thus, school connectedness appears to play as strong a role in depressive symptoms in this younger preadolescent age group. En ligne : http://dx.doi.org/10.1080/15374410903532692 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=991 [article] The Role of Social Skills and School Connectedness in Preadolescent Depressive Symptoms [Texte imprimé et/ou numérique] / Anthony G. ROSS, Auteur ; Ian M. SHOCHET, Auteur ; Rachael BELLAIR, Auteur . - 2010 . - p.269-275. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-2 (March-April 2010) . - p.269-275 Index. décimale : PER Périodiques Résumé : In the current study, we tested whether school connectedness mediates more distal deficits in social skills in influencing depressive symptoms in a sample of 127 sixth- and seventh-grade students. Results demonstrated that school connectedness and social skills accounted for 44% and 26% of variance in depressive symptoms respectively and 49% in a combined model. Although the full mediation model hypothesis was not supported, follow-up analyses revealed that school connectedness partially mediated the link between social skills and preadolescent depressive symptoms. Thus, school connectedness appears to play as strong a role in depressive symptoms in this younger preadolescent age group. En ligne : http://dx.doi.org/10.1080/15374410903532692 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=991

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