No abstract

This study examines the structure and function of the Patient Health Questionnaire-9 (PHQ-9), a depression assessment tool, among a sample of Latina and non-Latina White female college students (N = 16,754). Exploratory and confirmatory factor analyses were used to determine the structure of the PHQ-9. Multiple group confirmatory factor analysis was used to examine potential construct bias in the PHQ-9 across race/ethnicity. Results of the analyses revealed that a two-factor structure of the PHQ-9, representing affective and somatic dimensions of depression, was the best fit for the data. The multiple group confirmatory factor analysis showed that the identified structure and function of the PHQ-9 did not differ across race/ethnicity. Therefore, the PHQ-9 can be used as a multidimensional assessment of depression among Latina and non-Latina White female college students without concern of a construct bias. These findings have implications for social work practice in areas such as screening, diagnosis, and treatment of depression, particularly among Latina college students who are significantly at-risk of depression.

While research has established that depression interferes with academic achievement, less is understood about the processes by which social relationships may buffer the relationship between depression and academic outcomes. In this study we examined the role of positive relationships in the school, family and peer contexts in the association between depressive symptoms and academic achievement among 894 adolescents aged 12-17 years living in Santiago, Chile. Depressive symptoms were associated with lower levels of academic achievement; parental monitoring, school belonging, positive mother relationships, and having academically inclined peers moderated this relationship, though some interactions differed by sex and age. Implications for promoting the academic success of adolescents experiencing depressive symptoms are discussed.

It was hypothesized that self-image goals to construct, defend, and maintain desired images of the self enhance relationship insecurity, whereas compassionate goals to support others diminish relationship insecurity. Study 1 followed 115 new college roommates for 3 weeks; Study 2 followed 230 new college roommates across a semester. Both studies assessed self-image and compassionate goals for and anxiety and avoidance in the roommate relationship. Self-image goals predicted increased relationship anxiety and avoidance across 3 weeks (Study 1) and within weeks, from week to week, and across 3 months (Study 2). Compassionate goals consistently predicted decreased relationship anxiety and avoidance across studies and analyses. These results suggest that through their interpersonal goals, people contribute directly to their own relationship insecurity.

Results suggest the relevance of self-image and compassionate goals for the interpersonal maintenance of depression and anxiety.