This paper addresses the issue of whether prevention research methods, particularly those involving randomized prevention trials, can be used to test theories concerning the etiology of psychopathology. Based on recent empirical and theoretical work in developmental psychopathology, three aspects of etiologic theory are discussed: risk and protective mechanisms, the integration of environmental and genetic factors, and patterns of developmental progression in psychopathology across the life span. It is suggested that integration of prevention trial methods with methods from passive correlational designs, behavioral genetics, and longitudinal studies allows for unique opportunities to test hypotheses about etiology. Empirical literature on the development and prevention of internalizing disorders, particularly depression, is presented to support this argument. Limitations of prevention trials for testing theory are also reviewed.
I investigated whether or not aggression and social factors (i.e., family relationships and commitment to school) predict Internet gaming addiction in Korean adolescents, and I examined the mediating role of aggression in the relationship between these variables. Participants comprised
263 Korean male high school students, who completed surveys that measured aggression, family relationships, commitment to school, and Internet gaming addiction. The results showed that aggression, family conflict, and a lower commitment to school significantly predicted Internet gaming addiction.
Aggression partially mediated the relationship between family conflict and Internet gaming addiction. Thus, when adolescents are receiving help for an Internet gaming addiction it is advisable to pay close attention to their aggression and social relationships. Theoretical and practical implications
are discussed.
This study investigated the role of ethnic identity in psychological adjustment. A sample of 209 college students in a multiethnic region completed questionnaires on ethnic identity, self‐esteem, and ego identity. The results indicated that ethnic identity was positively related to self‐esteem, especially with the affirmation and belonging component among Japanese and Filipino American students, and with the ethnic identity achievement component among multiethnic students. The overall relationship between ethnic and ego identities was positive, particularly in ethnic identity achievement scores. The combination of strong ethnic identity and a positive attitude toward other groups was related to advanced ego identity. Ethnic identity was different among ethnic groups, revealing that the development of ethnic identity is interactive in social contexts. Suggestions for future research and implications for multiculturalism are discussed.
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