Depressive Symptoms in Early Adolescence: Their Relations with Classroom Problem Behavior and Peer Status

Kiesner, Jeff

doi:10.1111/1532-7795.00042

Cited by 108 publications

(136 citation statements)

References 35 publications

(42 reference statements)

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“…Indeed, in recent analyses from the Child Development Project, Lansford et al (2003) found that early peer rejection was not related to later depressive symptoms when children's concurrent levels of aggression were controlled, suggesting that the relation between peer rejection and later depressive symptoms may be due, in large part, to cooccurring externalizing problems. Kiesner (2002), on the other hand, did find unique covariation between peer relations and depression when controlling for such antisocial behavior. These results highlight the importance of controlling for potential confounds in studies examining the relation between peer problems and children's depressed mood.…”

Section: Nih-pa Author Manuscriptmentioning

confidence: 78%

The contribution of peers to monthly variation in adolescent depressed mood: A short-term longitudinal study with time-varying predictors

Connell

Dishion

2006

Develop. Psychopathol.

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This study examined peer predictors of variation and growth in depressed mood among high-risk adolescents, using child and parent reports of monthly symptoms. One hundred seventy-six parents and their 10-to 14-year-old children separately took part in a series of up to nine monthly interviews. Multilevel growth models examined both time-varying peer predictors of parent and child reports of the child's depressive symptoms, controlling for age, gender, and treatment status. Deviant peer affiliation significantly predicted elevated depressive symptoms in the monthly child-report of depressed mood, especially for younger adolescents. Children's level of delinquency was significantly related to parent-reported depressive symptoms, and to child-reported symptoms in older adolescents only. As expected, depressed mood was higher for girls and more prevalent among older adolescents. The results suggest that peer processes may be linked in time to the development of depression, especially among high-risk adolescents.In light of the number of children and adolescents who experience clinically significant depression, with the associated serious long-term implications for later functioning (e.g., Fergusson & Woodward, 2002;Lewinsohn, Rohde, Seeley, Klein, & Gotlib, 2003), the search for specific, modifiable risk factors has been central to research in development and psychopathology. In the effort to design effective prevention and intervention strategies, additional studies are needed that examine multivariate models of the developmental trajectories of depressive symptoms across adolescence. Although a number of studies have focused on individual or family predictors of depressive symptoms, research on peer-relational processes in the development of internalizing problems across childhood and adolescence received much less attention (Deater-Deckard, 2001). The limited body of research on peer processes in depression stands in stark contrast to the robust literature on peer processes predicting conduct problems in youth. Research on peer influences on the development of conduct problems in childhood and adolescence has documented the importance of developmental pathways from early peer rejection to increased affiliation with deviant peer groups in supporting the increase in children's conduct problems (including aggression, criminal behavior, and drug use) across early development (Dishion, 2000;Dishion, French, & Patterson, 1995). In light of the importance of interpersonal/interactional models of depression (see Joiner & Coyne, 1999), this gap in the corresponding literature related to depression in youth marks a serious oversight.The role of peers in depressed mood or disorder may be especially salient in early adolescence. In early adolescence, children spend increasing amounts of time with peers, such that peer- NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript group relations are likely to play an increasingly central role in shaping their affective experiences and social trajectories...

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Section: Nih-pa Author Manuscriptmentioning

confidence: 78%

The contribution of peers to monthly variation in adolescent depressed mood: A short-term longitudinal study with time-varying predictors

Connell

Dishion

2006

Develop. Psychopathol.

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“…The link between rejection at school and development of psychological problems such as depression and stress has been well established in studies both using cross-sectional (Coie, Lochman, Terry, & Hyman, 1992) and longitudinal designs (Kiesner, 2002;Kiesner, Poulin, & Nicotra, 2003), both for aggressive and nonaggressive rejected students (Hecht, Inderbitzen, & Bukowski, 1998); however, nonaggressive rejected students usually obtain higher scores in measures of loneliness, shyness, and worries about being rejected again compared to aggressive rejected students (Parkhurst & Asher, 1992).…”

Section: Personal Variablesmentioning

confidence: 99%

Aggressive and nonaggressive rejected students: An analysis of their differences

López

Herrero

Ferrer

et al. 2006

Psychology in the Schools

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The present study aimed to analyze differences between aggressive and nonaggressive rejected students in four sets of variables: personal, family, school, and social. Participants in the study were 843 Spanish adolescents ranging in age from 11 to 16 years old, of whom 47% were boys. Results indicated that these two subgroups of rejected students show a different profile. Aggressive rejected students informed of lower levels of family self-esteem, less parental support, higher levels of aggression between their parents at home, and a more offensive parent-child communication in comparison with nonaggressive rejected adolescents. Moreover, aggressive rejected students showed lower levels of academic self-esteem, a more negative attitude toward school and studies, poorer relationships with teachers, and more academic difficulties than did adolescents in the nonaggressive rejected subgroup. Finally, aggressive rejected students indicated the presence of more undesirable life events and changes in their lives and, in general, higher levels of perceived stress.

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“…Academic competence was related to declines in depressive symptoms and emotional distress across elementary school years (Herman, Lambert, Ialongo, & Ostrander, 2007;Roeser, Eccles, & Sameroff, 2000). Similarly, broad indices of social competence such as social problems, peer status, and sociability predicted stability in internalizing symptoms across childhood and adolescence with lower social competence forecasting increases in symptoms (Chen, Li, Li, Li, & Liu, 2000;Kiesner, 2002;Mesman et al, 2001). Furthermore, studies indicate that longitudinal decline in academic and social competence predicted higher levels of current internalizing symptoms (Chen, Rubin, & Li, 1995;Cole, Martin, & Powers, 1997;Kellam, Rebok, Mayer, Ialongo, & Kalodner, 1994).…”

mentioning

confidence: 93%

Testing a Dual Cascade Model Linking Competence and Symptoms Over 20 Years from Childhood to Adulthood

Obradović

Burt

Masten

2009

Journal of Clinical Child & Adolescent Psychology

134

119

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Depressive Symptoms in Early Adolescence: Their Relations with Classroom Problem Behavior and Peer Status

Cited by 108 publications

References 35 publications

The contribution of peers to monthly variation in adolescent depressed mood: A short-term longitudinal study with time-varying predictors

The contribution of peers to monthly variation in adolescent depressed mood: A short-term longitudinal study with time-varying predictors

Aggressive and nonaggressive rejected students: An analysis of their differences

Testing a Dual Cascade Model Linking Competence and Symptoms Over 20 Years from Childhood to Adulthood

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