Anxious and depressive symptoms often co-occur and are associated with difficulties in academic, social, and emotional areas of functioning. The current study identified the factor structure and profiles of symptoms of anxiety and depression among 169 Black early adolescents in sixth through eighth grade (M_age = 12.6 years; 50% female) using confirmatory factor analyses (CFAs) and latent profile analyses (LPA), respectively. CFAs supported a six-factor model for depressive symptoms (i.e., dysphoria, social problems, externalizing, self-deprecation, biological dysregulation, and school problems) and a four-factor model for anxiety symptoms (i.e., social evaluation, worry, affective response, and physiological symptoms/sleep problems). These factors formed the profiles for the LPA analyses, and results supported a three-profile solution that included: (a) a low-severity group who reported few anxious or depressive symptoms, (b) a group who reported high levels of externalizing behaviors and moderate levels of school and social evaluation problems, and (c) a group who reported high levels of social evaluation problems and physiological/sleep anxiety. The three groups differed significantly in their ratings of anger regulation difficulties (i.e., anger emotion regulation coping, anger inhibition, and anger dysregulated expression) and their perceptions of the quality of school interpersonal relationships (i.e., student-teacher relationships and student-student relationships). These findings add to our knowledge about how patterns of depressive and anxious symptoms present for Black youth during adolescence and have important implications for the conceptualization, treatment, and prevention of anxiety and depression using culturally sensitive approaches.

焦虑和抑郁症状经常同时出现，并与学业、社交和情感功能方面的困难有关。目前的研究确定了 169 名 6 至 8 年级黑人早期青少年（M_{岁）的焦虑和抑郁症状的因素结构和特征。} = 12.6 年；50% 的女性）分别使用验证性因素分析 (CFA) 和潜在概况分析 (LPA)。CFA 支持抑郁症状的六因素模型（即烦躁、社会问题、外化、自我贬低、生物失调和学校问题）和焦虑症状的四因素模型（即社会评价、担忧、情感反应）和生理症状/睡眠问题）。这些因素构成了 LPA 分析的概况，结果支持三方面的解决方案，包括：(a) 报告很少焦虑或抑郁症状的低严重性组，(b) 报告高水平外化行为和中等水平的学校和社会评价问题，以及 (c) 报告高水平社会评价问题和生理/睡眠焦虑的群体。三组在对愤怒调节困难的评分（即愤怒情绪调节应对、愤怒抑制和愤怒失调表达）和他们对学校人际关系质量的看法（即师生关系和学生与学生关系）方面存在显着差异）。这些发现增加了我们对黑人青年在青春期如何呈现抑郁和焦虑症状模式的了解，并对使用文化敏感方法来概念化、治疗和预防焦虑和抑郁具有重要意义。和愤怒失调的表达）以及他们对学校人际关系质量的看法（即学生与教师的关系和学生与学生的关系）。这些发现增加了我们对黑人青年在青春期如何呈现抑郁和焦虑症状模式的了解，并对使用文化敏感方法来概念化、治疗和预防焦虑和抑郁具有重要意义。和愤怒失调的表达）以及他们对学校人际关系质量的看法（即学生与教师的关系和学生与学生的关系）。这些发现增加了我们对黑人青年在青春期如何呈现抑郁和焦虑症状模式的了解，并对使用文化敏感方法来概念化、治疗和预防焦虑和抑郁具有重要意义。