Possible selves, depression and coping skills in university students

Penland, Elizabeth; Masten, William G.; Zelhart, Paul F.; Fournet, Glenn P.; Callahan, Theresa A.

doi:10.1016/s0191-8869(99)00247-0

Cited by 48 publications

(38 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In a study conducted at two universities in the United States, BDI scores were measured as 8.2 and 7.6. [15,16]. The frequency of depressive symptoms in adolescents in other countries varies between 21-56%, yet in our country, this rate was reported as 27%.…”

Section: Resultsmentioning

confidence: 48%

Depressive Symptom Prevalence and Risk Factors in Eastern Turkish University Students

Kıvrak¹

2016

Ann Clin Anal Med

View full text Add to dashboard Cite

show abstract

Section: Resultsmentioning

confidence: 48%

Depressive Symptom Prevalence and Risk Factors in Eastern Turkish University Students

Kıvrak¹

2016

Ann Clin Anal Med

View full text Add to dashboard Cite

show abstract

“…22 Teksas Üniversitesi'nde yapılmış bir çalışmada öğrencilerin BDI puan ortalamaları 8,2±2,9 olarak bildirilmiştir. 23 Son zamanlarda yapılan çalışmalarda, diş hekimlerinde ve diş hekimliği öğrencilerinde anksiyetinin, depresyonun, kontrolsüz alkol alımı gibi kötü alışkanlıkların oldukça yüksek düzeyde olduğu saptanmıştır. 24,25 Huri ve ark.nın diş hekimleri üzerinde yürüttüğü bir çalışmada, ortalama BDI 13,32±8,51 olarak saptanmış ve bu değerin kadın hekimlerde anlamlı dü-zeyde yüksek olduğu bulunmuştur.…”

Section: Discussionunclassified

Evaluation of Anxiety and Depression Levels of Dental Faculty Preclinical Student?s in Term of Various Variables

Yi̇ldi̇ri̇m¹,

Karaman²

2017

Turkiye Klinikleri J Dental Sci

View full text Add to dashboard Cite

416), BDI (p=0,083) skorları cinsiyete göre istatistiksel olarak anlamlı farklılık göstermemiştir. Ögrencilerin okudukları sınıfa göre STAI-I (p=0,002) skorunda ve üniversiteye göre BDI (p=0,004) skorunda istatistiksel olarak anlamlı farklı-lıklar saptanmıştır. İlk ve ortaokul eğitim seviyesinde olan babaların çocuklarında BDI skoru daha yüksek bulunmuştur (p=0.015). Fakat, anne eğitim seviyesi ile STAI-I, STAI-II ve BDI skorları istatistiksel açıdan değerlendirildiğinde anlamlı bir ilişki bulunamamıştır. Ayrıca STAI-I, STAI-II ve BDI skorları arasında pozitif korelasyon saptanmıştır (p=0,001). S So on nu uç ç: : Bu çalışma, diş hekimliği öğ-rencilerinin kaygı, anksiyete ve depresyon düzeylerinin oldukça yüksek olduğunu göstermiştir. Koruyucu psikolojik stratejiler geliştirilmeli ve uygulanmalıdır.A An na ah h t ta ar r K Ke e l li i m me e l le er r: : Öğrenciler, diş hekimliği; üniversiteler; stres, psikolojik; anksiyete A AB BS S T TR RA AC CT T O Ob bj je ec ct ti iv ve e: : The aim of the present study was to assess the levels of state-trait anxiety inventory I (STAI-I), state-trait anxiety inventory II (STAI-II), and beck depression inventory (BDI), and to see whether these variables are differentiated in terms of participants' gender, university, class years, and education level of parents among a sample of dental faculty students at Fırat and Dicle University. M Ma at te er ri ia al l a an nd d M Me et th ho od ds s: : The study sample includes 134 females and 156 males stu-dents. Sociodemographic questionnaire, STAI-I, STAI-II and BDI were administered to all first and second class students during the 2016-2017 academic year (n=290) at Firat and Dicle University. ANOVA, independent t-test and Pearson's correlation analyses were used for statistical evaluation. p<0.05 was considered statistically significant. R Re es su ul lt ts s: : In this study, 151 of the students were in the first class (57 in the Firat University, 94 in the Dicle University), 139 were in the second class (53 in the Fırat University, 86 in the Dicle University). The average age of the students at the Firat and Dicle University are 19.65±1.72 (female), 20.37±2.05 (male). The results showed that there were no significant differences STAI-I (p=0.403), STAI-II (p=0.416) and BDI (p=0.083) scores between gender. There were significant differences BDI scores according to university (p=0.004) and STAI-I scores be-tween class year (p=0.002). The students whose fathers had primary and middle levels of educa-tion, had higher BDI scores (p=0.015). Also there were no significant differences between education level of mother and STAI-I, STAI-II and BDI. There were positive correlation between STAI-I, STAI-II and BDI (p=0.001). C Co on nc cl lu us si io on n: : This study showed that dental students had higher levels of anxiety, depression and anxiety. Preventive psychological strategies should be de-veloped and implemented. K Ke ey yw wo or rd ds s:

show abstract

“…각 유형에 맞게 가능한 자기가 잘 조작되었는지 점검한 결과, 긍 (Beck et al, 1979;Penland et al, 2000). 또한 우울과 같은 부정적인 정서를 경험하는 개인은 목표 성취를 위해 행동하지 못하는 경향을 보이며 (Dickson et al, 2004), 이로 인해 일상생활에서 제대로 기능하지 못 한다는 것, 특히 대학생의 경우 학업의 측면에서 부적응적인 결과를 낳는다는 선행연구와 맥락을 같이한다 (Haines et al, 1996;Hopko et al, 2008) …”

Section: 가능한 자기의 유형에 따른 학습동기unclassified

“…따라서 가능한 자기가 행동을 조절하기 위해서는 작용하는 자기개념으로 활성화되 어야 한다 (Markus et al, 1989). 가령 성공적인 가능한 자기를 상상하는 것은 신체적 건강과 심리적 안녕에 긍정적 인 효과를 가져오며 (King, 2001), 과제 수행을 향상시킨다 (Ruvolo et al, 1992 (Penland et al, 2000). 또한 이들은 교육 목표를 잘 성취하지 못하며 (Haines et al, 1996), 학교 적응에 어려움을 겪는다 (Kim MS, 2009).…”

unclassified

The Effects of Balance in Possible Selves on Learning Motivation for the Depressed Students

2016

View full text Add to dashboard Cite

The purpose of this study was to examine the possible selves and learning motivation of the depressed students, and the effects of possible selves in balance on learning motivation. Participants were 479 college students and the data of depression, possible selves, and learning motivation were obtained through self reports. The results showed that depressed students had negative possible selves and their level of learning motivation was low. Thereafter, 76 depressed students participated in the following experiment. Four different possible selves conditions (balanced condition, positive condition, negative condition, control condition) were generated by manipulating possible selves and participants' learning motivation were measured using Raven's Progressive Matrices (RPM). The results of this study indicated that there were motivational differences between types of possible selves especially for difficulty, quantity, and accuracy of the task. Participants in balance type selected more challenging task, solved more items, and worked out more accurately than those in negative type. These results imply that balance in possible selves will be effective for improving motivation of the depressed students. Finally, the limitation of this study were discussed.

show abstract

Possible selves, depression and coping skills in university students

Cited by 48 publications

References 16 publications

Depressive Symptom Prevalence and Risk Factors in Eastern Turkish University Students

Depressive Symptom Prevalence and Risk Factors in Eastern Turkish University Students

Evaluation of Anxiety and Depression Levels of Dental Faculty Preclinical Student?s in Term of Various Variables

The Effects of Balance in Possible Selves on Learning Motivation for the Depressed Students

Contact Info

Product

Resources

About