Department of Psychology.
Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska-Lincoln.
Cultur Divers Ethnic Minor Psychol. 2017 Oct;23(4):541-550. doi: 10.1037/cdp0000168. Epub 2017 Jun 12.
The current study sought to examine the prospective relationship between anxiety and depressive symptoms among Asian American (AA) early adolescents, a crucial period for the development of depression among youth. Further, as guided by cultural-ecological frameworks, a second aim of this study was to identify protective factors (i.e., parent support, peer support, teacher support, and school engagement) that might buffer the relationship between anxiety and depressive symptoms among this understudied population.
Participants included AA youth (N = 186; Mage = 12.50, SD = 1.16; 51.1% male) who completed questionnaires on 2 occasions with a 1-year interval.
Results from path analysis indicated that high anxiety symptoms were related to increased depressive symptoms over time. Further, teacher support was related to decreased depressive symptoms over time. Additionally, teacher and parent support moderated the association between adolescents' anxiety and depressive symptoms.
Findings contribute to our understanding of the development of depression among early adolescent youth and have implications for the development of programming for Asian American youth with anxiety and depression. (PsycINFO Database Record
本研究旨在考察亚裔美国（AA）青少年焦虑和抑郁症状之间的前瞻性关系，这是年轻人抑郁发展的关键时期。此外，本研究的第二个目的是根据文化生态框架，确定保护因素（即父母支持、同伴支持、教师支持和学校参与），这些因素可能缓冲焦虑和抑郁症状之间的关系在这个研究不足的人群中。
参与者包括 AA 青少年（N=186；平均年龄=12.50，标准差=1.16；51.1%为男性），他们在 1 年内完成了 2 次问卷调查。
路径分析的结果表明，较高的焦虑症状与随时间推移而增加的抑郁症状有关。此外，教师支持与随时间推移而减少的抑郁症状有关。此外，教师和父母的支持调节了青少年焦虑和抑郁症状之间的关联。
研究结果有助于我们理解青少年早期抑郁的发展，并对焦虑和抑郁的亚裔美国青年的编程发展具有启示意义。
