Suchergebnisse

The relationship between cognitive self‐regulatory processes and depression was examined in American Indian adolescents from a Northern Plains tribe. Students completed measures of negative life events, self‐efficacy, goals, and depressive symptoms. Results indicated that academic self‐efficacy was strongly associated with depression. Academic self‐efficacy also correlated with intrinsically motivating goal representations, such that students who indicated high academic self‐efficacy had goals that were more important to them, goals they thought more about, and goals they viewed as wanted by the self instead of as imposed on by others. However, we did not find the hypothesized mediational model in which academic self‐efficacy influenced depression indirectly by influencing goal characteristics. Rather, this indirect model varied by grade, and differed from what we expected. Specifically, for older adolescents, higher levels of academic self‐efficacy predicted goals that were more likely to be identified as the adolescent's own, and in turn, these self‐ as opposed to other‐oriented goals predicted higher levels of depressive symptoms. Results are discussed as providing support for continued investigations into the role of specific cognitive self‐regulatory processes in youth adjustment.

AbstractThe current study utilized the 2018 Washington State Healthy Youth Survey to explore the relations among school district political attitudes, bullying experiences, and mental health outcomes, particularly for lesbian, gay, bisexual, transgender, and queer (LGBTQ+) students. Although bullying was associated with greater psychological distress (i.e., anxiety, depression, and suicidality) for all students, LGBTQ+ students experienced more bullying and psychological distress. Bullying experiences mediated the relation between LGBTQ+ identity and psychological distress. However, school district voting record moderated the relation between LGBTQ+ identity and bullying, such that LGBTQ+ students in more conservative districts, or districts with more votes for Donald Trump in the 2016 election, experienced more bullying, which was associated with greater psychological distress. Additionally, increased teacher intervention during instances of bullying was related to less bullying for LGBTQ+ students. Finally, in more conservative‐leaning districts, LGBTQ+ students reported less teacher intervention, which was associated with more bullying and psychological distress. Given that political conservatism was related to higher rates of bullying and poorer mental health outcomes for LGBTQ+ students, we recommend improving school‐based LGBTQ+ bullying policies to prioritize the mental health of LGBTQ+ youth.