Interactive contribution of peer stress and executive function deficits in predicting adolescent depression

peer relations;executive functioning;depression

Agoston, Anna M.

关键词: peer relations;    executive functioning;    depression;   

Others  :  https://www.ideals.illinois.edu/bitstream/handle/2142/50612/Anna_Agoston.pdf?sequence=1&isAllowed=y

美国|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

Considering that cumulative exposure to stressful peer events may lead to increases in psychopathology, particularly depression, it is important to examine individual-level factors that may increase the likelihood of experiencing future negative outcomes. This research investigated the interactive contribution of peer stress and executive function (EF) deficits in predicting depressivesymptoms across middle childhood (2nd grade) to early adolescence (6th grade). Sex differences werealso examined in these relations. Youth (M age = 7.95, SD = .37; 267 girls, 227 boys) completedquestionnaires and semi-structured interviews to assess peer stress and depression, respectively, andteachers completed the Behavior Rating Scale of Executive Function (BRIEF), a measure assessingeveryday, typical performance in areas of EF. Interactions were examined for peer stress and specific EF deficits (i.e., working memory, planning/organization, inhibition, and shifting) in predictingdepression. In the total sample, there were main effects of peer stress, planning/organization, andshifting, as well as sex and previous levels of depression. Notably, stressful peer events interacted with inhibition and shifting deficits to predict depression over time in girls only, such that higherlevels of stress predicted more depressive symptoms in girls but not boys with high inhibition andshifting deficits. This study extends research on areas of vulnerability that moderate stressful experiences to lead to depression over time, in turn elucidating potential targets for interventions preventing negative psychological outcomes in youth.