ADAPTATION AU COLLÉGIAL ET VULNÉRABILITÉS DURANT LA TRANSITION SECONDAIRE-COLLÉGIAL
Keywords:
cognitive distortions, depression symptoms, gender, adjustment to college, high school to college transitionAbstract
Cette étude longitudinale examine si l’adaptation au collège des étudiants est influencée par la présence des vulnérabilités cognitives et des symptômes dépressifs avant et pendant cette transition. Deux cent onze étudiants ont complété les versions françaises des questionnaires Beck Depression Inventory — Second Edition, Dysfunctional Attitude Scale et Student Adaptation to College Questionnaire. En 1re année au collège, 6,2 % des étudiants de l’échantillon rapportent présenter des symptômes dépressifs modérés à sévères. Malgré le nombre plus élevé d’étudiantes dépressives, les résultats n’indiquent aucune différence reliée au genre quant à l’adaptation académique et sociale. Lors des deux années au collège, la présence de certaines distorsions cognitives et de symptômes dépressifs contribue à prédire ces formes d’adaptation. Une discussion des résultats est présentée.
ADJUSTMENT TO COLLEGE AND VULNERABILITIES DURING THE TRANSITION
This longitudinal study examines whether adjustment to college is influenced by cognitive vulnerability and symptoms of depression before and during the transition. Two hundred and eleven students completed the French version of the Beck Depression Inventory — Second Edition, Dysfunctional Attitude Scale, and the Student Adaptation to College Questionnaire. During their first year in college, 6.2% of the participants reported symptoms of depression at moderate to severe levels. Despite the higher number of depressed girls, results showed no gender difference regarding academic and social adjustment. During the two years of college, cognitive distortions and depression symptoms contributed to predict these forms of adjustment. A discussion of these results concludes the article.
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