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Using a questionnaire that included the Beck Depression Inventory-II (BDI-II), data were collected from 389 first-year students (mean age 18.9, SD 3.38; 59.4% female). Eight variables uniquely explained depressive-symptom variance, including lack of personal goals, elevated anxiety and dysfunctional success-related thoughts, emotional maladjustment to college, gender differences, and reduced warmth and autonomy encouragement from both mothers and fathers, as well as attraction to members of the same or both sexes. Findings support multimodal mental-health interventions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/correlates-of-depression-in-first-year-college-students/596708/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/correlates-of-depression-in-first-year-college-students/596708.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main aim of the study?","Question",{"text":112,"@type":113},"To identify and rank personal, family-related, social, and academic correlates of depressive symptoms in first-year college students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were depressive symptoms measured?",{"text":117,"@type":113},"Depressive symptoms were assessed using a questionnaire that included the Beck Depression Inventory-II (BDI-II).",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors were found to uniquely contribute to depressive-symptom variance?",{"text":121,"@type":113},"Eight variables contributed uniquely, including absence of personal goals, high anxiety and dysfunctional thoughts about success, lack of emotional adjustment to college, being female, and reduced warmth and encouragement of autonomy from mother and father, along with attraction to members of the same or both sexes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596708,1792109532,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","CSSHE  \nSCÉES  \nCanadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 47, No. 1, 2017, pages 114-136  \nCorrelates of Depression in First-Year College Students  \nAude Villatte  \nUniversité du Québec en Outaouais  \nDiane Marcotte  \nUniversité du Québec à Montréal  \nAlexandra Potvin  \nCégep de Saint Jérôme  \nAbstract  \nThis study aimed to identify and rank the personal, family-related, social, and academic correlates of depressive symptoms in first-year college students. A questionnaire that included the Beck Depression Inventory-II (BDI-II) was administered to 389 first-year college students (mean age = 18.9; SD = 3.38;  \n59.4% female). Eight variables contributed uniquely to the variance of depressive symptoms and were, in decreasing order of importance: (1) the absence of personal goals,(2) a high level of anxiety and (3) of dysfunctional thoughts regarding success,(4) a lack of emotional adjustment to college,(5) being female,(6) receiving little warmth and encouragement of autonomy from one’smother and (7) from one’s father, and (8) being attracted to members of the same or both sexes. These results suggest that a multimodal intervention is required to support students’ mental health.  \nRésumé  \nCette étude visait à identifier et à hiérarchiser les corrélats personnels, familiaux, sociaux et académiques des symptômes de dépression chez des élèves en première année d’études collégiales. Ainsi, 389 étudiants inscrits en première année d’études collégiales (âge moyen : 18,9 ans; écart-type : 3,38 ans; 59,4 % de jeunes femmes) ont rempli un questionnaire comprenant l’Inventaire de  \nCJHE / RCES Volume 47, No. 1, 2017  \nCorrelates of Depression in College Students / A. Villatte, D. Marcotte, & A. Potvin 115  \ndépression de BeckII. Huit facteurs ont contribué de façon unique à la variance des symptômes de dépression et sont, par ordre décroissant d’importance : (1) l’absence d’objectifs personnels,(2) un niveau d’anxiété élevé,(3) des pensées dysfonctionnelles à propos de la réussite, (4) un faible niveau d’adaptation émotionnelle au Cégep,(5) le fait d’être une femme,(6) le fait de recevoir peud’affection et d’encouragement vers l’autonomie de la part de sa mère et (7) de son père, et (8) le fait être être attiré par des personnes de même sexe ou des deux sexes. Ces résultats semblent indiquer qu’une intervention multimodaleest requise pour soutenir la santé mentale des élèves.  \nIntroduction  \nMultiple studies have confirmed a marked increase over the past few years in the number of postsecondary students suffering from mental health problems (Daddona, 2011; Fier & Brzezinski, 2010; MacKean, 2011) . Both teachers and school psychologists are highly concerned about this increase: not only does it reveal the need for more resources; it also calls for a change in orientation with regard to the kinds of services to offer their clientele. There needs to be a move from a preventative and developmental approach toward a more clinical or crisis intervention approach (Kitzrow, 2003) .  \nDepression is one of the most common diagnoses made by mental health professionals dealing with postsecondary students (Marcotte, 2013) . In Canada, 44.4% of postsecondary students surveyed between 2012 and 2014, said that they felt so depressed that it was difficult to function, and 13.0% reported that they had seriously considered suicide at some point within the previous 12 months (American College Health Association, 2016) . A Canada-wide prevalence survey conducted by the Canadian Mental Health Association in 2004 had similar findings, using different data collection instruments. About one third (29.2%) of undergraduates reported four or more symptoms indicative of elevated distress as measured by the 12-item mental health screen in the General Health Questionnaire. The most common symptoms of distress were as follows: for 47% of subjects, feeling constantly under strain; for 32%, losing sleep over worry; and for 31%, ","cbCaimx3dNjYKKXG","https://ap.wps.com/l/cbCaimx3dNjYKKXG","pdf",300937,23,"English","# Abstract\n# Introduction\n## Depression among postsecondary students\n## Depression risk factors and consequences\n## Transition to adulthood and additional correlates","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"To identify and rank personal, family-related, social, and academic correlates of depressive symptoms in first-year college students.\"},{\"question\":\"How were depressive symptoms measured?\",\"answer\":\"Depressive symptoms were assessed using a questionnaire that included the Beck Depression Inventory-II (BDI-II).\"},{\"question\":\"Which factors were found to uniquely contribute to depressive-symptom variance?\",\"answer\":\"Eight variables contributed uniquely, including absence of personal goals, high anxiety and dysfunctional thoughts about success, lack of emotional adjustment to college, being female, and reduced warmth and encouragement of autonomy from mother and father, along with attraction to members of the same or both sexes.\"}]","Correlates of Depression in First-Year College Students | PDF",1792083568,58]