Inferential Style, School Teachers, and Depressive Symptoms in College Students
Depressive symptoms affect around half of students at some point during college. According to the hopelessness theory of depression, making negative inferences about stressful events is a vulnerability for developing depression. Negative and socioemotional teaching behavior can be stressors that...
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doaj-c76ba5207885409883eed6f8046bb0862020-11-25T02:50:37ZengCentre for Resilience & Socio-Emotional HealthInternational Journal of Emotional Education2073-76292018-04-01912036Inferential Style, School Teachers, and Depressive Symptoms in College StudentsCaroline M. Pittard,0Patrick Pössel1Timothy Lau2University of Louisville, Louisville, USAUniversity of Louisville, Louisville, USAUniversity of Louisville, Louisville, USADepressive symptoms affect around half of students at some point during college. According to the hopelessness theory of depression, making negative inferences about stressful events is a vulnerability for developing depression. Negative and socioemotional teaching behavior can be stressors that are associated with depression in school students. First-time college freshmen completed the Cognitive Style Questionnaire (CSQ), Teaching Behavior Questionnaire (TBQ), and Center for Epidemiological Studies Depression Scale (CES-D). While completing the TBQ, participants reported on a teacher from prior education to college. Multiple regression analysis found significant effects of the independent variables (four teaching behavior types, inferential style, and interactions between the four teaching behavior types and inferential style) on the dependent variable (depressive symptoms). More specifically, negative and socio-emotional teaching behavior were positively associated with depressive symptoms and instructional and organizational teaching behavior were negatively associated with depressive symptoms. Both organizational and negative teaching behavior interacted significantly with inferential style. Organizational and negative teaching behavior shared different relationships with depressive symptoms depending upon an individual‟s level of inferential style. Promotion of instructional and organizational teaching behavior in school as well as the reduction of negative teaching behavior may be useful in reducing students‟ depressive symptoms. https://ir.library.louisville.edu/cgi/viewcontent.cgi?article=1190&context=facultydepressive symptoms; teaching behavior; inferential style; college students; weakest link |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Caroline M. Pittard, Patrick Pössel Timothy Lau |
spellingShingle |
Caroline M. Pittard, Patrick Pössel Timothy Lau Inferential Style, School Teachers, and Depressive Symptoms in College Students International Journal of Emotional Education depressive symptoms; teaching behavior; inferential style; college students; weakest link |
author_facet |
Caroline M. Pittard, Patrick Pössel Timothy Lau |
author_sort |
Caroline M. Pittard, |
title |
Inferential Style, School Teachers, and Depressive Symptoms in College Students |
title_short |
Inferential Style, School Teachers, and Depressive Symptoms in College Students |
title_full |
Inferential Style, School Teachers, and Depressive Symptoms in College Students |
title_fullStr |
Inferential Style, School Teachers, and Depressive Symptoms in College Students |
title_full_unstemmed |
Inferential Style, School Teachers, and Depressive Symptoms in College Students |
title_sort |
inferential style, school teachers, and depressive symptoms in college students |
publisher |
Centre for Resilience & Socio-Emotional Health |
series |
International Journal of Emotional Education |
issn |
2073-7629 |
publishDate |
2018-04-01 |
description |
Depressive symptoms affect around half of students at some point during college.
According to the hopelessness theory of depression, making negative inferences about
stressful events is a vulnerability for developing depression. Negative and socioemotional
teaching behavior can be stressors that are associated with depression in
school students. First-time college freshmen completed the Cognitive Style
Questionnaire (CSQ), Teaching Behavior Questionnaire (TBQ), and Center for
Epidemiological Studies Depression Scale (CES-D). While completing the TBQ,
participants reported on a teacher from prior education to college. Multiple regression
analysis found significant effects of the independent variables (four teaching behavior
types, inferential style, and interactions between the four teaching behavior types and
inferential style) on the dependent variable (depressive symptoms). More specifically,
negative and socio-emotional teaching behavior were positively associated with
depressive symptoms and instructional and organizational teaching behavior were
negatively associated with depressive symptoms. Both organizational and negative
teaching behavior interacted significantly with inferential style. Organizational and
negative teaching behavior shared different relationships with depressive symptoms
depending upon an individual‟s level of inferential style. Promotion of instructional and
organizational teaching behavior in school as well as the reduction of negative teaching
behavior may be useful in reducing students‟ depressive symptoms.
|
topic |
depressive symptoms; teaching behavior; inferential style; college students; weakest link |
url |
https://ir.library.louisville.edu/cgi/viewcontent.cgi?article=1190&context=faculty |
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