Schwartz David, Gorman Andrea Hopmeyer, Duong Mylien T, Nakamoto Jonathan
Department of Psychology, University Southern California, Los Angeles, CA 90089, USA.
J Abnorm Psychol. 2008 May;117(2):289-99. doi: 10.1037/0021-843X.117.2.289.
This article reports a longitudinal investigation that examines academic and social difficulties as predictors of depressive symptoms during middle childhood. Participants were 199 elementary school children (M=9.1 years) who were followed for 2 consecutive school years. In both years of the project, children completed a questionnaire assessing depressive symptoms and a peer nomination inventory assessing friendships and social standing. Grade point averages (GPAs) were obtained from a review of school records. Low GPAs were predictive of depressive symptoms, but this effect did not hold for children who had numerous friends. Similarly, children who had relatively few friends tended to experience depressive symptoms. However, the effect was attenuated for children with high GPAs. Taken together, the findings suggest that competencies in 1 domain can moderate the risks associated with difficulties in the other domain.
本文报告了一项纵向调查，该调查考察了学业和社交困难作为童年中期抑郁症状预测因素的情况。参与者为199名小学生（平均年龄9.1岁），他们连续两个学年被跟踪调查。在项目的这两年中，孩子们完成了一份评估抑郁症状的问卷以及一份评估友谊和社会地位的同伴提名量表。平均绩点（GPA）通过查阅学校记录获得。低平均绩点可预测抑郁症状，但对于有众多朋友的孩子，这种影响并不成立。同样，朋友相对较少的孩子往往会出现抑郁症状。然而，对于平均绩点高的孩子，这种影响会减弱。综合来看，研究结果表明一个领域的能力可以缓和与另一个领域困难相关的风险。
