Kistner Janet A, David-Ferdon Corinne F, Lopez Cristina M, Dunkel Stephanie B
Department of Psychology, Florida State University, Tallahassee, FL 32306-4301, USA.
J Clin Child Adolesc Psychol. 2007 Apr-Jun;36(2):171-81. doi: 10.1080/15374410701274942.
This study examined ethnic and sex differences in children's depressive symptoms, along with hypothesized mediators of those differences (academic achievement, peer acceptance), in a follow-up of African American (n = 179) and Euro-American (n = 462) children in Grades 3 to 5. African American boys reported more depressive symptoms than African American girls, and Euro-American boys and girls. Also, depressive symptoms of African American boys increased over time whereas depressive symptoms of the other groups decreased or remained stable. Academic and social competence deficits were associated with elevated levels of depressive symptoms across the school year, although only academic achievement scores emerged as a unique predictor of increases in depressive symptoms over time. Neither academic nor social competence mediated the SexA xA ethnicity interaction in changes in children's depressive symptoms.
本研究在对三至五年级的非裔美国儿童（n = 179）和欧美儿童（n = 462）进行随访时，考察了儿童抑郁症状中的种族和性别差异，以及这些差异的假设中介因素（学业成绩、同伴接纳）。非裔美国男孩报告的抑郁症状比非裔美国女孩、欧美男孩和欧美女孩都更多。此外，非裔美国男孩的抑郁症状随时间增加，而其他组的抑郁症状则减少或保持稳定。在整个学年中，学业和社交能力缺陷与抑郁症状水平升高相关，尽管只有学业成绩得分是抑郁症状随时间增加的唯一预测因素。学业能力和社交能力均未介导儿童抑郁症状变化中的性别×种族交互作用。
