A multivariate model of gender differences in adolescents' internalizing and externalizing problems.

Abstract

Gender differences observed in interpersonal and self-critical vulnerabilities, reactivity to stressful life events, quality of relationships, and self-concepts inform a multivariate theoretical model of the moderating effects of gender on internalizing and externalizing problems in adolescence. To test this model, data were collected in a 1-year prospective study from an ethnically diverse sample of 460 middle school students. Increases in girls' internalizing symptoms, compared with boys', were partly explained by greater stability in girls' interpersonal vulnerabilities and greater magnitude in coefficients linking girls' relationships with parents and peers and internalizing problems. Boys' risks for externalizing problems, compared with girls', were partly explained by the greater stability in boys' vulnerability to self-criticism. Coefficients for most pathways in the model are similar for boys and girls.

Cites (9)

1. Structural equation modeling in practice: A review and recommended two-step approach
   Anderson, James C., Gerbing, David W. · 1988 · Psychological Bulletin
2. Comparative fit indexes in structural models.
   Bentler, P. M. · 1990 · Psychological Bulletin
3. The inventory of parent and peer attachment: Individual differences and their relationship to psychological well-being in adolescence
   Armsden, Gay C., Greenberg, Mark T. · 1987 · Journal of Youth and Adolescence
4. Equifinality and multifinality in developmental psychopathology
   Cicchetti, Dante, Rogosch, Fred A. · 1996 · Development and Psychopathology
5. Five domains of interpersonal competence in peer relationships.
   Buhrmester, Duane, Furman, Wyndol, Wittenberg, Mitchell T., Reis, Harry T. · 1988 · Journal of Personality and Social Psychology
6. Intimacy of friendship, interpersonal competence, and adjustment during preadolescence and adolescence
   Buhrmester, Duane · 1990 · Child Development
7. Adolescent depression: Why more girls?
   Petersen, Anne C., Sarigiani, Pamela A., Kennedy, Robert E. · 1991 · Journal of Youth and Adolescence
8. COMPETENCE AND STRESS IN SCHOOL CHILDREN: THE MODERATING EFFECTS OF INDIVIDUAL AND FAMILY QUALITIES
   Masten, Ann S., Garmezy, Norman, Tellegen, Auke, Pellegrini, David S., Larkin, Kevin, Larsen, Andrea · 1988 · Journal of Child Psychology and Psychiatry
9. Coming of age too early: pubertal influences on girls' vulnerability to psychological distress
   Ge, Xiaojia, Conger, Rand D., Elder, Glen H. · 1996 · Child Development

Show all 9 references

Cited by (42)

1. The Development and Validation of a Scale to Measure Self-Compassion
   NEFF, KRISTIN D. · 2003 · Self and Identity
2. Self-Compassion: An Alternative Conceptualization of a Healthy Attitude Toward Oneself
   NEFF, KRISTIN · 2003 · Self and Identity
3. Patterns of mean-level change in personality traits across the life course: A meta-analysis of longitudinal studies.
   Roberts, Brent W., Walton, Kate E., Viechtbauer, Wolfgang · 2006 · Psychological Bulletin
4. The Adaptive Calibration Model of stress responsivity
   Del Giudice, Marco, Ellis, Bruce J., Shirtcliff, Elizabeth A. · 2011 · Neuroscience & Biobehavioral Reviews
5. Development of gender differences in depression: An elaborated cognitive vulnerability–transactional stress theory.
   Hankin, Benjamin L., Abramson, Lyn Y. · 2001 · Psychological Bulletin

See all 749