Abstract

ObjectiveTo test a diathesis-stress model whereby self-criticism interacts with monthly perceived stress to predict same-month or next-month internalizing problems, including depression, anxiety, nonsuicidal self-injury (NSSI), and suicidal ideation, in students transitioning to university. Participants: 704 students (73% female, M_age = 17.97) were recruited during their first month of university in 2017 and 2018. Methods: Students completed surveys assessing self-criticism, perceived stress, and internalizing problems from September to April. Results: Self-criticism predicted higher depression and anxiety, as well as odds of NSSI and suicidal ideation, in students’ first month on campus. Consistent with a diathesis-stress model, self-criticism strengthened the associations between stress and same-month depression and anxiety. Conclusions: Self-critical students are at elevated risk of internalizing problems during the transition to university, particularly when they feel more stressed than usual. These findings elucidate which students should be targeted in interventions and when interventions should be delivered to curtail internalizing problems.

摘要

目的测试素质-压力模型，通过自我批评与每月感知压力相互作用，预测升入大学的学生当月或下个月的内化问题，包括抑郁、焦虑、非自杀性自伤 (NSSI) 和自杀意念。参与者： 2017 年和 2018 年大学第一个月招募的704 名学生（73% 为女性，男性_{年龄= 17.97）。}方法：学生从 9 月到 4 月完成了评估自我批评、感知压力和内化问题的调查。结果：自我批评预示着学生在入学第一个月会出现更高的抑郁和焦虑，以及 NSSI 和自杀意念的几率。与素质-压力模型一致，自我批评加强了压力与同月抑郁和焦虑之间的关联。结论：自我批评的学生在向大学过渡期间内化问题的风险较高，特别是当他们感到比平常更有压力时。这些发现阐明了干预措施应针对哪些学生以及何时应进行干预措施以减少内化问题。