Depression and self-concept: personality traits or coping styles in reaction to school retention of Hispanic adolescents

Grade Retention Impact on Academic Self-concept: A Longitudinal Perspective

The long-term effects on academic self-concept of grade retention are unclear. The objective is to examine the progression of academic self-concept in relation to school performance for retained students and non-retained students. The academic self-concept of 5712 students (1381 retained students) was evaluated at the fourth and eighth grade of compulsory school. Academic performance was also examined at a third point: sixth grade. Latent Class Analysis and Latent Transition Analysis were used to examine the transitions between the latent groups of academic self-concept. A BCH-LTA estimation for a distal outcomes was used to examine the influence of academic self-concept on school performance. Three latent groups of academic self-concept were identified. The transitions indicated a reduction in academic self-concept over time which was greater in retained students. School performance fell over time and was related to academic self-concept. These findings have significant implications in relation to grade retention and its negative impact on students’ academic self-concept.

Fatores de risco e proteção e sintomas de depressão na adolescência

Avaliou-se a relação fatores de proteção e risco e sintomas depressivos na adolescência. Foi realizado um estudo transversal com amostra de 388 adolescentes de Sergipe, estudantes do ensino médio. Utilizaram-se um questionário sociodemográfico/escolar e as escalas da Bateria de Avaliação de Indicadores de Depressão Infantojuvenil (BAID-IJ). Os dados foram analisados por meio do teste de Regressão Logística Multinomial. Observou-se que o sexo feminino (OR = 6,1) e ter idade igual ou superior a 16 anos (OR = 3,3) aumentaram consideravelmente as chances de os adolescentes pontuarem no estrato de elevada pontuação quanto à sintomatologia depressiva. Baixa pontuação em autoconceito (OR = 5,7), elevado desamparo (OR = 12,3), elevada solidão (OR = 7,0) e elevada desesperança (OR = 2,8) exibiram impacto significativo para a presença de sintomas de depressão. Acredita-se tais achados podem auxiliar na elaboração de intervenções eficazes frente aos sintomas depressivos na adolescência.

The role of depression course on life functioning and coping outcomes from baseline through 23-year follow-up

BACKGROUND

Although studies have examined how depressed patients' baseline characteristics predict depression course, still needed are studies of how depression course is associated with modifiable long-term outcomes.

AIMS

This study examined six outcomes of three groups representing distinct depression courses (low baseline severity, rapid decline; moderate baseline severity, rapid decline; and high baseline severity, slow decline): medical functioning, coping patterns, family functioning, social functioning, employment, and work functioning.

METHOD

Adults with depression at baseline (N = 382; 56% women) were followed for 23 years on self-reported outcomes (79% response rate). Data from the baseline assessment and follow-ups (1, 4, 10, and 23 years) were used in a longitudinal analysis to examine associations between depression course and outcomes.

RESULTS

All depression course groups declined on medical and social functioning and employment over follow-up. The high- and moderate-severity depression course groups reported poorer coping patterns than the low-severity group. The high-severity depression course group reported poorer family functioning than the moderate-severity group, and had the poorest work functioning outcome, followed by the moderate-severity and then the low-severity groups.

CONCLUSIONS

Patients with a high- or moderate-severity depression course may benefit from treatment that manages coping patterns and improves family and work functioning.

"To be or not to be Retained … That's the Question!" Retention, Self-esteem, Self-concept, Achievement Goals, and Grades

Keeping students back in the same grade – retention – has always been a controversial issue in Education, with some defending it as a beneficial remedial practice and others arguing against its detrimental effects. This paper undertakes an analysis of this issue, focusing on the differences in student motivation and self-related variables according to their retention related status, and the interrelationship between retention and these variables. The participants were 695 students selected from two cohorts (5th and 7th graders) of a larger group of students followed over a 3-year project. The students were assigned to four groups according to their retention-related status over time: (1) students with past and recent retention; (2) students with past but no recent retention; (3) students with no past but recent retention; (4) students with no past or recent retention. Measures of achievement goal orientations, self-concept, self-esteem, importance given to school subjects and Grade Point Average (GPA) were collected for all students. Repeated measures MANCOVA analyses were carried out showing group differences in self-esteem, academic self-concept, importance attributed to academic competencies, task and avoidance orientation and academic achievement. To attain a deeper understanding of these results and to identify profiles across variables, a cluster analysis based on achievement goals was conducted and four clusters were identified. Students who were retained at the end of the school year are mainly represented in clusters with less adaptive motivational profiles and almost absent from clusters exhibiting more adaptive ones. Findings highlight that retention leaves a significant mark that remains even when students recover academic achievement and retention is in the distant past. This is reflected in the low academic self-concept as well as in the devaluation of academic competencies and in the avoidance orientation which, taken together, can undermine students’ academic adjustment and turn retention into a risk factor.

A blunted sympathetic and accentuated parasympathetic response to postural change in subjects with depressive disorders

BACKGROUND

In recent years, the bi-directional relationship between depression and ANS dysfunction has received considerable attention, but findings remain inconclusive. In this study, we aimed to examine the spectral HRV response to postural change in subjects with depressive disorders and in healthy controls, in order to gain insight into the characteristics of autonomic nervous system (ANS) response to postural change in subjects with depressive disorders.

METHODS

We compared HRV response to postural change between subjects with depressive disorders and healthy controls aged 20-37 years. Depression severity was assessed by the self-reported Beck Depression Inventory-II (BDI-II). Spectral HRV was analyzed at two moments: 10 min seated rest and 10 min at standing position, with spontaneous breathing.

RESULTS

No significant differences existed in the resting spectral HRV indices between subjects with depressive disorders and controls, however, following postural change, the increasing level of LF and LF/HF was lower and the decreasing level of HF power was higher, in the individuals with depression than that in healthy subjects. The differences in the LF power, HF power and the LF/HF ratio between seated rest before standing up and after postural change were found negatively correlated with depression severity.

CONCLUSION

We found a blunted sympathetic and accentuated parasympathetic response to postural change in subjects with depressive disorder, suggesting that the autonomic impairment and early ANS dysfunction may exist among depressed individuals. These findings indicated that spectral analysis of HRV associated with postural change may be a more sensitive method than resting HRV analysis for detecting ANS dysfunction in depressive disorders.

LIMITATIONS

Further studies are needed to expand the sample size and to clarify the mechanisms responsible for the autonomic dysfunction observed in individuals with depressive disorders.