Zimmer-Gembeck Melanie J, Hunter Tracey A, Waters Allison M, Pronk Rhiarne
School of Psychology,Griffith University- Gold Coast Campus, Private Mail Bag 50 GCMC, Southport, Queensland 9726, Australia.
Dev Psychopathol. 2009 Spring;21(2):555-77. doi: 10.1017/S0954579409000303.
Using longitudinal data and structural modeling, we investigated bidirectional associations among preadolescents' peer relationships, peer-relevant cognition, and depressive symptoms. Depression was expected to be an outcome and precursor of peer-relevant cognition, and cognition was expected to be an outcome and precursor of being more or less liked by classmates (peer likeability). We also examined whether cognition mediated the association between peer likeability and depression. Participants were 308 students (mean age = 11.0, SD = 0.9) who participated twice during a school year. A third assessment was completed with Grade 5 to 6 students 1 year after the second assessment. The model with bidirectional paths had a good fit to the data, but the most parsimonious model was an "effects" model showing that preadolescents with more depressive symptoms had less positive peer-relevant cognition at later assessments, and that those with more positive peer-relevant cognition were more liked by their peers over time. There were no age differences, some gender differences, and no support for cognition as a moderator of the association between depression and peer likeability.
利用纵向数据和结构模型，我们研究了青春期前儿童的同伴关系、与同伴相关的认知和抑郁症状之间的双向关联。抑郁被认为是与同伴相关认知的结果和先兆，而认知被认为是被同学喜欢或不喜欢程度（同伴受欢迎程度）的结果和先兆。我们还研究了认知是否介导了同伴受欢迎程度与抑郁之间的关联。参与者为308名学生（平均年龄 = 11.0，标准差 = 0.9），他们在一学年内参与了两次研究。在第二次评估后1年，对五至六年级的学生进行了第三次评估。具有双向路径的模型与数据拟合良好，但最简约的模型是一个“效应”模型，该模型表明，在后续评估中，抑郁症状较多的青春期前儿童与同伴相关的积极认知较少，而随着时间推移，与同伴相关的积极认知较多的儿童更受同伴喜欢。不存在年龄差异，存在一些性别差异，且没有证据支持认知作为抑郁与同伴受欢迎程度之间关联的调节因素。
