Cross-lagged associations between depressive symptoms and response style in adolescents

Depressive disorders are highly prevalent during adolescence and they are a major concern for individuals and society. The Response Style Theory and the Scar Theory both suggest a relationship between response styles and depressive symptoms, but the theories differ in the order of the development of depressive symptoms. Longitudinal reciprocal prospective relationships between depressive symptoms and response styles were examined in a community sample of 1343 adolescents. Additionally, response style was constructed with the traditional approach, which involves examining three response styles separately without considering the possible relations between them, and with the ratio approach, which accounts for all three response styles simultaneously. No reciprocal relationships between depressive symptoms and response style were found over time. Only longitudinal relationships between response style and depressive symptoms were significant. This study found that only depressive symptoms predicted response style, whereas the response style did not emerge as an important underlying mechanism responsible for developing and maintaining depressive symptoms in adolescents. These findings imply that prevention and intervention programs for adolescents with low depressive symptoms should not focus on adaptive and maladaptive response style strategies to decrease depressive symptoms, but should focus more on behavioral interventions

Teacher Ratings of Children's Behavior Problems and Functional Impairment Across Gender and Ethnicity:Construct Equivalence of the Strengths and Difficulties Questionnaire

The present study examined construct equivalence of the teacher Strengths and Difficulties Questionnaire and compared mean scores in an ethnically diverse sample of children living in the Netherlands. Elementary schoolteachers completed the Strengths and Difficulties Questionnaire for 2,185 children aged 6 to 10 years of the four largest ethnic groups in the Netherlands, namely native Dutch (n = 684) and Moroccan (n = 702), Turkish (n = 434), and Surinamese (n = 365) immigrant children. Multigroup confirmatory factor analysis suggested the factor structure of the Strengths and Difficulties Questionnaire to be invariant across children's ethnicity and gender. Additionally, the factor structure appeared to be similar for Dutch and Surinamese teachers. However, mean scores on emotional problems, hyperactivity, conduct problems, prosocial behavior, and impairment varied significantly according to ethnicity and gender. Mean scores on peer problems differed significantly for boys and girls, but not across ethnicity. Whether mean differences reflect a method bias or actual differences in classroom behaviors is discussed and needs further research

Народное образование крымских татар в конце XIX - начале XX вв.: история и опыт в свете модернизации высшего образования Украины

Процесс модернизации высшего образования Украины проходит параллельно с процессом интеграции крымскотатарского населения в гражданское общество Украины.Процес модернізації вищого утворення України проходить паралельно з процесом інтеграції кримськотатарського населення в цивільне суспільство України

Opvoedingsproblemen van tieners en de behoefte aan opvoedingsondersteuning

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QBF. Quick Big Five Persoonlijkheidsvragenlijst. Handleiding

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Nicotine withdrawal symptoms following a quit attempt: An ecological momentary assessment study among adolescents

Contains fulltext : 77491.pdf (publisher's version ) (Open Access)The present study describes growth curves of withdrawal symptoms among 138 daily smoking adolescents before, during, and after a quit attempt. Participants reported their levels of withdrawal symptoms (craving, negative affect, and hunger) three times a day over a period of 28 days: 1 week prior to and 3 weeks following a quit attempt. All withdrawal symptoms were quite stable at a relatively low level during the 5 days prior to the quit day. At Day 8, withdrawal symptoms (especially craving) increased substantially. A significant decrease in symptoms was visible during the week following the quit day, and within 2 weeks postquit, both abstinent and relapsed adolescents had reverted to levels comparable to those during the prequit period. The course over time for craving and hunger were best described by a quadratic term, and a linear model best suited negative affect. Individual intercepts and slopes of the growth curves were used to predict abstinence during the last week of the study and at the 2-month follow-up. Analyses revealed that higher levels of craving at the beginning of the prequit week and on the target quit day (intercepts) decreased the odds of being abstinent during the last week of the study. In addition, the quadratic term for hunger predicted abstinence during the last week. Finally, among all three symptoms, none of the growth model characteristics predicted abstinence at follow-up. The findings generally suggest that smoking cessation among daily smoking adolescents does not largely depend on how their withdrawal symptoms evolve over time after achieving abstinence.8 p

Some psychometric properties of the Ghent Parental Behavior Scale

Contains fulltext : 64562.pdf (publisher's version ) (Closed access

Beliefs about organising learning: A conceptual and empirical analysis of managers and workers learning action theories

This article describes research on the action theories that managers and workers hold toward organising learning. It begins with a conceptual analysis of learning action theories, then the empirical research is reported. The aim was to deter-mine the dimensions in people's perceptions of the learning system and whether these form more or less stable profiles. These perception profiles are interpreted as representing the respondents' learning action theories