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Anxiety, depression, and coping strategies: Improving the evaluation and the understanding of these dimensions during pre-adolescence and adolescence.
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Orientador(es)
Resumo(s)
The aim of this study is to investigate and refine three different scales
which measure depression, anxiety and coping strategies. The relation
between these scales is also verified in a non-clinical school population of
pre-adolescents and adolescents. Lastly, the moderating effects of age,
gender, grade failure and family type are tested. This study used depression,
anxiety and coping strategy scales to check moderating effects. The sample
consisted of 916 Portuguese pupils, 54.3% females, aged 10 to 22 (M = 14,
44). The participants were randomly selected from the 5th to the 12th grades
of public schools. The CDI (Kovacs, 1981), the MASC (March, 1997) and
the CRY-Y (Moos, 1993) were used. Scales revealed a good internal
consistency and suggested that girls are more anxious than boys are and
that older students are more depressed, but use more coping strategies than
younger learners. A set of exploratory factorial analyses (EFA) was then
carried out with the objective of getting the most representative factor from
the anxiety (MASC), the depression /CDI) and the coping (CRY-Y) scales.
Reduced scales were identified and they strongly correlated with the
previous measures, but better differentiate between a set of moderators. A
confirmatory model (CPA) was carried out. Also, adjustment indexes
suggested a good fit for the model, but consider both genders separately and
the two age groups independently. An analysis of the items retained
provided suggestions for school based interventions.
Descrição
Palavras-chave
Anxiety Depression Coping Adolescents Schools
Contexto Educativo
Citação
Matos, M. G., Tome, G., Borges, A. I., Manso, D., Ferreira, P. C., & Ferreira, A. (2008). Anxiety, depression and coping strategies: Improving the evaluation and the understanding of these dimensions during pre-adolescence and adolescence. Journal of Cognitive and Behavioral Psychotherapies, 8(2), 169-184.