Rice Psychology Group, Tampa, Florida. Formerly in the Department of Special Education, School Psychology, & Early Childhood Studies, University of Florida, Gainesville, Florida.
Department of Special Education, School Psychology, & Early Childhood Studies, University of Florida, Gainesville, Florida.
Bull Menninger Clin. 2021 Winter;85(1):23-41. doi: 10.1521/bumc.2021.85.1.23.
Few studies have investigated the relationship between comorbid depression and anxiety and cognitive and academic functioning. To understand this relationship, this study used a retrospective chart review from an inpatient facility for 42 adolescents diagnosed with a comorbid anxiety and depressive disorder. Multiple regression was used to determine whether anxiety and depression predicted academic achievement, as well as whether intelligence predicted current levels of anxiety and depression. Results indicated that higher severity of depression was associated with lower reading (β = -0.39) and writing (β = -0.40) achievement, while higher severity of anxiety was associated with higher scores on reading (β = 0.41) and writing (β = 0.36). Full-scale IQ was not significantly predictive of anxiety severity (β = 0.08) or depression severity (β = -0.24). Results are discussed in terms of identifying risk factors and improving outcomes for adolescents with severe comorbid anxiety and depression psychopathology.
鲜有研究调查共病抑郁和焦虑与认知和学业功能之间的关系。为了理解这种关系，本研究使用了一家住院机构对 42 名被诊断为共病焦虑和抑郁障碍的青少年进行的回顾性图表审查。多元回归用于确定焦虑和抑郁是否可以预测学业成绩，以及智力是否可以预测当前的焦虑和抑郁水平。结果表明，抑郁严重程度与阅读（β = -0.39）和写作（β = -0.40）成绩呈负相关，而焦虑严重程度与阅读（β = 0.41）和写作（β = 0.36）成绩呈正相关。全量表智商对焦虑严重程度（β = 0.08）或抑郁严重程度（β = -0.24）均无显著预测作用。研究结果从识别严重共病焦虑和抑郁精神病理学的青少年的风险因素和改善预后方面进行了讨论。
