Depressive Symptoms in Adolescence: Longitudinal Links with Maternal Empathy and Psychological Control

Werner, Lente L. A. A.; Graaff, Jolien Van der; Meeus, Wim; Branje, Susan

doi:10.1007/s10802-015-0106-8

Cited by 86 publications

(113 citation statements)

References 48 publications

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“…First, boys may manifest more disruptive behaviors, such as excessive agitation, aggressiveness, and noncompliance than girls (Duchesne and Larose, 2007), which may make boys receive more psychological control from parents. Second, it is possible that adolescent boys expect more autonomy and self-directed than girls, and thus be more sensitive to parental psychological control and autonomy support than girls do (Werner et al, 2016). In addition, it is worth noting that there were no significant gender differences on students' achievement goal orientations.…”

Section: Discussionmentioning

confidence: 99%

Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal Orientations

Dai

Liu

et al. 2018

Front. Educ.

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We investigated whether and how adolescents' perceived parental psychological control and autonomy support influence their maladaptive academic functioning through their achievement goal orientations. Participants were 845 tenth-grade students (447 boys, Mage = 15.20 ± 0.54 years; 398 girls, Mage = 15.13 ± 0.47 years) in China. Data were collected on their reported achievement goal orientations, perceived parental psychological control and autonomy support, and academic-related beliefs, strategies, and behaviors. Bootstrapping with resampling strategies was used for testing multiple mediators' model and examining mediation effect. Results indicated that, compared with girls, adolescent boys perceived higher parental psychological control. Moreover, we found distinct effects of parental psychological control and autonomy support on adolescents' maladaptive academic functioning through achievement goal orientations. Specifically, parental psychological control led to adolescents' maladaptive academic functioning, mainly through adolescents' performance-approach goal orientation ( . The results suggest that adolescents will benefit from parents ameliorating maladaptive academic functioning through fostering MASs and be harmed from parents facilitating maladaptive academic functioning through enhancing performance-approach and PAVs.

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Section: Discussionmentioning

confidence: 99%

Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal Orientations

Dai

Liu

et al. 2018

Front. Educ.

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“…One way to understand this interaction effect is looking at gender effects on parenting (Grusec & Davidov, ). For instance, boys are more prone to view parents’ behaviours as psychologically controlling than girls (Barber & Harmon, ; Soenens et al ., ; Werner, Van der Graaff, Meeus, & Branje, ). This ‘bias’ is coupled with the fact that boys usually display more non‐conforming behaviours than girls (Duchesne & Larose, ), which, in turn, is likely to evoke parents’ increased use of psychologically controlling behaviours.…”

Section: Introductionmentioning

confidence: 99%

Parental psychological control and academic functioning in Chinese high school students: A short‐term longitudinal study

Dai

Liu

et al. 2019

British J of Dev Psycho

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The present study aimed to examine the reciprocal relationship between parental psychological control and students’ academic functioning in urban China. Participants were 731 Chinese high school students in grade 10 (356 boys; Mage = 15.64 years, SD = 0.68). Two waves of 1‐year longitudinal data were collected using student reports of parental psychological control and academic‐related beliefs, strategies, and behaviours. Results showed that parental psychological control at Time 1 significantly triggered an increase in students’ maladaptive academic functioning at Time 2; and students’ adaptive academic functioning at Time 1 significantly predicted parental psychological control at Time 2. Limitations of the present study and implications for practice are discussed. What is already known on this subject? According to self‐determination theory, parental psychological control has been found to be harmful on students’ academic learning in Western societies. We know little about the relation between parental psychological control and academic functioning (adaptive vs. maladaptive) in Eastern societies such as China. What does this study add? Parental psychological control increased maladaptive academic functioning, and adaptive academic functioning decreased parental psychological control, suggesting a more fluid, dynamic parenting–child interaction over time. The predicted relations between parental psychological control and academic functioning of high school students hold across gender. More urbanized adolescents had a high tendency to perceive their parents as psychological controlling, suggesting a change in culture regarding the importance of personal autonomy for more urbanized adolescents.

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“…Sedangkan bagi anak laki-laki cenderung menganggap ibu lebih mengontrol, tidak bisa bebas dalam menjalani kehidupan, bahkan ketika ibu menunjukkan lebih banyak empati mereka merasa lebih depresi. Empati berlebih pun akan menyebabkan seseorang merasa terkekang, kurang bebas untuk mengeksplorasi diri, banyak tuntutan sesuain aturan yang menimbulkan depresi yang lebih tinggi, empati ini pun bukan menjadi komponen yang mendukung terbentuknya kecerdasan emosi yang baik pada indiviu jika hal-hal yang dilakukan terlalu mengekang dan membuat seseorang tidak nyaman (Werner et al, 2015 ;Calandri et al, 2019 ). Sehingga peneliti menyarankan adanya keterbukaan untuk menyampaikan hal-hal yang diinginkan maupun tidak diinginkan agar empati orang sekitar tidak bersifat mengintimidasi, mengekang bahkan merugikan.…”

Section: Variabel R Punclassified

Hubungan Tingkat Kecerdasan Emosi Dengan Derajat Depresi Pada Mahasiswa Kedokteran

Ramdhani¹,

Fanani²,

Nugroho³

2020

WACANA

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Emotional intelligence is the ability of a person to understand and respond to one's emotions and others and use this understanding to guide his thoughts and actions. Even people with higher emotional intelligence can manage emotions better in the academic environment, the workplace and more, so they often achieve maximum success. Low emotional intelligence seems to be correlated with several psychiatric disorders such as depression, addiction, and educational failure. Depression itself is a feeling of sadness, pessimism and feeling alone and other mood problems. This study aims to determine the relationship between the level of emotional intelligence and the degree of depression in first-year medical students.Abstrak. Kecerdasan emosi merupakan kemampuan seseorang untuk memahami dan merespon emosi seseorang dan orang lain serta menggunakan pemahaman ini untuk memandu pikiran dan tindakannya. Orang-orang dengan kecerdasan emosi yang lebih tinggi ini pun dapat mengatur emosi yang lebih baik di lingkungan akademik, tempat kerja dan lebih banyak lagi, sehingga mereka sering mencapai kesuksesan yang maksimal. Rendahnya kecerdasan emosi terlihat berkorelasi dengan beberapa gangguan kejiwaan seperti depresi, kecanduan, dan kegagalan pendidikan. Depresi sendiri adalah perasaan sedih, pesimis dan merasa sendirian serta masalah mood lainnya. Penelitian ini bertujuan untuk mengetahui hubungan antara tingkat tingkat kecerdasan emosi dan derajat depresi pada mahasiswa kedokteran tahun pertama. Kata Kunci: [depresi, kecerdasan emosi] PendahuluanMahasiswa adalah seseorang yang tercatat untuk mengikuti proses menimba ilmu di perguruan tinggi dengan batasan umur 18-30 tahun (Sarwono, 2011). Selain itu mahasiswa adalah seorang calon sarjana yang berada di perguruan tinggi dan diharapkan menjadi bibitbibit cerdas serta terpelajar (Knopfemacer, 2012). Mahasiswa baru ini mengalami masa transisi, mereka mencoba menyesuaikan diri, mempertahankan nilai yang bagus, merencanakan masa depan dan berada jauh dari rumah yang sering menyebabkan kecemasan yang berujung pada depresi (Sarokhani, 2013).Dalam proses pembelajarannya banyak mahasiswa baru merasa penuh dengan tuntutan, adanya kebutuhan untuk belajar terus-menerus, tanggung jawab yang berlebihan dan kurangnya waktu untuk istirahat. (Kousha, Bagheri and Heydarzadeh, 2018). Rutinitas yang sering terjadi dalam kehidupan mahasiswa kedokteran adalah tidur yang tidak mencukupi, jam kuliah yang melelahkan, beban keuangan, lingkungan yang tidak mendukung dan faktor sosial lainnya (Onyishi et al., 2016). Proses ini pula mengharuskan mahasiswa untuk mempelajari sebagian besar materi dalam waktu yang singkat, sehingga mengarah

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Depressive Symptoms in Adolescence: Longitudinal Links with Maternal Empathy and Psychological Control

Cited by 86 publications

References 48 publications

Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal Orientations

Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal Orientations

Parental psychological control and academic functioning in Chinese high school students: A short‐term longitudinal study

Hubungan Tingkat Kecerdasan Emosi Dengan Derajat Depresi Pada Mahasiswa Kedokteran

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