Stress, perceived support, resourcefulness and depressive symptoms in Taiwanese adolescents
Notice bibliographique
Résumé
AIMS AND OBJECTIVE: This study investigated (1) the prevalence of self-reported depressive symptoms among first-year students at an Institute of Technology in southern Taiwan; (2) whether perceived support and resourcefulness were associated with these adolescents' depressive symptoms and (3) the moderating and mediating effects of learned resourcefulness on the relationship between stressors and the adolescents' depressive symptoms. BACKGROUND: An individual with adequate social support or resourcefulness may see stressors as less threatening or be more resilient in dealing with stressors compared with depressed individuals. The prevalence of depression in the global population increased rapidly during this past decade and consequently may have had a negative impact on population health outcomes. Among adolescents there has recently been an increased incidence of depression-related suicide reports. DESIGN: A cross-sectional, correlational design. METHOD: Adolescents (n = 913) were recruited to complete the following: the SDI in Chinese, the Inventory of Social Supportive Behaviours Scale - Modified and the Self-Control Schedule. Data analysis consisted of Pearson correlation and multiple regression analysis. Results. The prevalence of depression among participants was 13.4%. Participants who were younger, expressed lower satisfaction with their grades, perceived their health as worse, described peer relationship problems and exhibited smoking behaviour were more likely to have depressive symptoms. We observed five partially mediating effects of resourcefulness on stressors (age, perceived health, peer relationships, grades satisfaction and smoking behaviour) and depressive symptoms and one moderating effect of resourcefulness on the relationship between peer and depressive symptoms. CONCLUSIONS: Learned resourcefulness may play a critical role in decreasing depressive symptoms. RELEVANCE TO CLINICAL PRACTICE: These findings offer healthcare providers and educators information about the need for possible cognitive-behavioural interventions that could improve adolescents' relationships with their peers, enhance their satisfaction of grades and moderate or prevent depressive symptoms among this population. Moreover, it might decrease the prevalence of adolescent suicide.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».