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01-04-2006 | Original Article

Variations of Cognitive Distortions and School Performance in Depressed and Non-Depressed High School Adolescents: A Two-Year Longitudinal Study

Auteurs: Diane Marcotte, Nadia Lévesque, Laurier Fortin

Gepubliceerd in: Cognitive Therapy and Research | Uitgave 2/2006

Abstract

The goal of this two-year longitudinal study was to examine the variations of cognitive distortions with depressive symptoms in a sample of high school students. The relationship between depressive symptoms and academic performance was also examined. Six hundred and forty-four participants, from 13 to 16 years of age (M=14.13, SD=0.80) at Time 1 completed the Beck Depression Inventory, the Dysfunctional Attitudes Scale, the Cognitive Style Test and the Cognition Checklist during regular classes. Grades in mathematics and French were obtained from students’ records. Results revealed that although depressive boys seemed to adopt very high levels of cognitive distortions in comparison with other groups, the variations of cognitive distortions in relationship to depressive symptoms were detected more clearly for girls than boys. For girls, significant changes in cognitive distortions were present both for the subgroups who became depressed as well as for the subgroup who remitted from depression between Time 1 and Time 3. Results regarding academic performance were less consistent, with adolescents who remained depressed for the study's three testing points seeming to be the group whose academic performance was most impaired.

vorige artikel Flexibility and Negative Affect: Examining the Associations of Explanatory Flexibility and Coping Flexibility to Each Other and to Depression and Anxiety

volgende artikel Identification and Evaluation of Cognitive Affect-Regulation Strategies: Development of a Self-Report Measure

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Titel: Variations of Cognitive Distortions and School Performance in Depressed and Non-Depressed High School Adolescents: A Two-Year Longitudinal Study
Auteurs: Diane Marcotte
Nadia Lévesque
Laurier Fortin
Publicatiedatum: 01-04-2006
Uitgeverij: Kluwer Academic Publishers-Plenum Publishers
Gepubliceerd in: Cognitive Therapy and Research / Uitgave 2/2006
Print ISSN: 0147-5916
Elektronisch ISSN: 1573-2819
DOI: https://doi.org/10.1007/s10608-006-9020-2

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