Depression in college students: Personality and experiential factors.

Abstract

In this study we examined the nature of college-student depression and its relation to personality variables and to experiences unique to college life. Thirty-five depressed and 39 nondepressed students completed a depression inventory, a series of personality scales, and a survey developed to investigate the impact of potentially distressing components of college life. Results revealed that college-student depression, though mild in intensity, represents a serious problem: Three quarters of depressed students had been depressed for more than 3 months, and half had contemplated suicide. Both personality characteristics and experiential variables were found to be significantly related to depression, together accounting for approximately half the variance. We examined individual personality traits and experiential variables that were found to differ between depressed and nondepressed subjects, and we discuss the implications of the findings for counseling and for future research.Depression is considered to be the leading psychiatric disorder on college campuses (Beck & Young, 1978) and has been implicated as a precipitating factor in most suicides (Teuting, Koslow, & Hirschfeld, 1981), which are 50% more common among college students than among nonstudents of the same age (Beck & Young, 1978). Despite the gravity of the problem, however, very little research has been devoted to the investigation of depressed college students beyond their roles as analogues for depressed psychiatric patients. Thus, the present study sought to examine the nature of collegestudent depression. Personality characteristics and experiences unique to college life were investigated in relation to depression to provide both practitioners and researchers with a more in-depth and comprehensive understanding of this most serious problem.

Coping with dysphoria: Gender differences in college students

“…Dysphoria and depression are common problems for college students, and most students cope with these negative emotions on their own (Vredenburg et al, 1988). The results of this study have implications for assessment and counseling, but they should be interpreted cautiously because they are based on a small sample of retrospective selfreports.…”

“…For men, experiencing changes in their lives and putting work into the techniques were correlated significantly with less dysphoria. For both sexes, keeping anger in was correlated significantly with more dysphoria.Most college students cope with dysphoria and depression on their own, without professional help (Vredenburg, O'Brien, & Krames, 1988). In addition, there is considerable evidence for gender differences in how people experience and cope with mood disorders (Nolen-Hoeksema, 1987).…”

“…Most college students cope with dysphoria and depression on their own, without professional help (Vredenburg, O'Brien, & Krames, 1988). In addition, there is considerable evidence for gender differences in how people experience and cope with mood disorders (Nolen-Hoeksema, 1987).…”

Academic achievement in first-year university: who maintains their high school average?

“…Wintre et al (1995) determined that students who perceived their relationship with parents to be more mutually reciprocal were less likely to be depressed. Given that depression and maladaptive academic performance have been related in multiple studies (e.g., Fazio and Palm 1998;Lyubomirsky et al 2003;Vredenburg et al 1988), mutual reciprocity with parents may be associated with better academic performance.…”

The role of personality type in college adjustment

“…Their findings suggest that college students experience relatively mild depression, and with regard to personality characteristics, depressed students are deficient in interpersonal skills, make unrealistic demands on themselves and others, and lack adequate coping skills to deal with depression. Depression and anxiety are commonly reported complaints of students in Personality Type in College Adjustment 23 colleges (Arthur, 1998;Vredenberg et al, 1988). Rice & Leffert (1997) have defined adolescent depression as varying in "intensity, duration, and severity" and "can significantly interfere with the learning process" (p .…”