Not wanting parents' involvement: Sign of autonomy or sign of problems?

Trost, Kari; Biesecker, Gretchen; Stattin, Håkan; Kerr, Margaret

doi:10.1080/17405620601008980

Cited by 25 publications

(26 citation statements)

References 22 publications

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“…First, we only used self-report measures. Nonetheless, previous research has demonstrated that people's own reports of internalizing problems quite accurately measure subjective experiences [25]. Second, we used dimensional measures of symptoms.…”

Section: Discussionmentioning

confidence: 99%

Inhibited and impulsive subgroups of socially anxious young adults: Their depressive symptoms and life satisfaction

Tillfors¹,

Mörtberg²,

Zalk³

et al. 2013

OJPsych

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Purpose: Socially anxious people are typically thought of as being behaviorally inhibited; however, an atypical subgroup, which is impulsive rather than inhibited, has recently been identified [1]. Theoretically, inhibition and impulsivity could be viewed as different strategies for coping with anxiety that have the same goal-escape from negative emotions-but they seem to have different implications. Previous studies have found that the socially anxious-impulsive subgroup was higher on risk-prone behavior, as for example drug use, compared with a socially anxiousinhibited subgroup [1]. In this study, we aimed to identify these subgroups in a general population, and asked whether they also experience various levels of depressive symptoms and life satisfaction, as well as moderating effects of gender. Methods: Cluster analysis was used to identify subgroups of young adults (20 -24 years old; N = 772) characterized by different profiles of social anxiety and impulsivity. These subgroups were compared on levels of internal adjustment, and the moderating effects of gender were also tested. Results: We identified five clusters, including an Anxious-Inhibited and an Anxious-Impulsive cluster. In the interaction between gender and cluster membership, gender showed evidence of moderation regarding both depressive symptoms and life satisfaction, with the young women in the Anxious-Inhibited and the Anxious-Impulsive clusters faring worst. Conclusions: We replicated previous findings demonstrating the existence of a socially anxious-impulsive subgroup, thus solidifying current knowledge that may be important when it comes to diagnostics and treatment. This may prove particularly important for young women regarding internalizing symptoms.

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Section: Discussionmentioning

confidence: 99%

Inhibited and impulsive subgroups of socially anxious young adults: Their depressive symptoms and life satisfaction

Tillfors¹,

Mörtberg²,

Zalk³

et al. 2013

OJPsych

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“…First, we used exclusively self-report measures. However, previous research has demonstrated that youth's own self-report measures of internalizing problems are likely accurate for subjective experiences (Trost et al, 2007). Furthermore, if youths are assured of confidentiality, selfreport measures of externalizing problems have shown good validity (Marini, Dane, Bosacki & YCL-CURA, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…Adolescents' reports were used since it has been suggested that adolescents may provide more accurate information about themselves than teachers or parents (Steinberg, Lamborn, Darling, Mounts, & Dornbusch, 1994;Trost, Biesecker, Stattin, & Kerr, 2007). When adolescents are asked to report normbreaking behaviors like their own use of tobacco products, their reporting have been found to be highly reliable (Post et al, 2005).…”

Section: Methodsmentioning

confidence: 99%

Relationships between social anxiety, depressive symptoms, and antisocial behaviors: Evidence from a prospective study of adolescent boys

Tillfors

El-Khouri

Stein

et al. 2009

Journal of Anxiety Disorders

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“…Duration, duración o años de "antigüedad" en la participación en cada tipo de extraescolares, y finalmente 4. Engagement, compromiso o motivación intrínseca del alumno -y no de los padres (Trost, Biesecker, Stattin, y Kerr, 2007)-en dichas actividades.…”

Section: Actividades Extraescolaresunclassified

Tipología de Actividades Extraescolares y Procrastinación Académica en Alumnado de Educación Primaria

Clariana

Cladellas

Gotzens

et al. 2017

EJREP

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ResumenIntroducción. Algunos trabajos anteriores han demostrado que la participación en actividades extraescolares optimiza tanto las notas académicas de los alumnos como sus procesos de socialización. Sin embargo, ninguno ha relacionado las actividades extraescolares con la tendencia a la procrastinación académica, o sea la costumbre, más o menos arraigada, de dejar las tareas de estudio para más adelante. El trabajo que ahora presentamos relaciona estas dos variables y resulta una primicia en este campo.Método. Se han recogido cuestionarios contestados por padres de un total de 417 alumnos y alumnas de los ciclos medio y superior de educación primaria (de 8 a 13 años). Para identificar la participación en extraescolares se han utilizado dos parámetros: la tipología de las actividades y los años de experiencia de los niños y niñas en la realización de las mismas. Para la procrastinación académica se ha utilizado una escala de 0 -no procrastina-a 10 -procrastina mucho o siempre-.Resultados. Los resultados indican que tanto la tipología de actividades extraescolares, como los años de experiencia en las mismas, y también el nivel de procrastinación académica percibido por los padres, muestran pautas claramente diferenciadas entre niños y niñas. Además, los alumnos de género masculino mejoran la procrastinación académica reportada por los padres partir de 4 años de experiencia en extraescolares de deporte; en cambio, las niñas controlan mejor la procrastinación percibida por los padres a partir de 4 años de experiencia en extraescolares de tipo artístico.Discusión y conclusión. Los resultados son, en general, coherentes con trabajos anteriores y, además, amplían el conocimiento al tratar conjuntamente la procrastinación y las actividades extraescolares y, también, al introducir la diferenciación del género, que permite diseñar escenarios de actividades extraescolares más personalizados para cada uno de los alumnos y alumnas durante la educación primaria. Palabras Clave: extra school or extracurricular activities, academic procrastination, primary school, children aged 8-10, children aged 10-12, gender.

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Not wanting parents' involvement: Sign of autonomy or sign of problems?

Cited by 25 publications

References 22 publications

Inhibited and impulsive subgroups of socially anxious young adults: Their depressive symptoms and life satisfaction

Inhibited and impulsive subgroups of socially anxious young adults: Their depressive symptoms and life satisfaction

Relationships between social anxiety, depressive symptoms, and antisocial behaviors: Evidence from a prospective study of adolescent boys

Tipología de Actividades Extraescolares y Procrastinación Académica en Alumnado de Educación Primaria

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