The Effect of Compartmentalization of Other-concept on Depression
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This study examined whether compartmentalizing other-concept can further explain depression while controlling for the compartmentalization variables of self-concept. To analyze the difference in the effect of other-concept compartmentalization, Study 1 measured the other-concept of an intimate person, and Study 2 measured the other-concept of general figures, such as typical college students. In each study, the structures of self-concept (S-SAT), other-concept (S-OAT), and depression were measured in 190 college students. While the main effect of the self-concept control variables was significant, the otherconcept variables did not predict depression in Study 1; however, the proportion of negative attributes of others predicted a decrease in depression in Study 2. Moreover, in Study 2, there was an interactive effect of compartmentalization and the differential importance of other-concepts. The group that positively compartmentalized the concept of a typical college student had a S-OAT higher depression than the group that negatively compartmentalized it. However, the difference in depression was not significant between the group that negatively compartmentalized the concept and the group that negatively integrated it. Finally, the clinical implications and limitations of the study are discussed.
Abstract
This study examined whether compartmentalizing other-concept can further explain depression while controlling for the compartmentalization variables of self-concept. To analyze the difference in the effect of other-concept compartmentalization, Study 1 measured the other-concept of an intimate person, and Study 2 measured the other-concept of general figures, such as typical college students. In each study, the structures of self-concept (S-SAT), other-concept (S-OAT), and depression were measured in 190 college students. While the main effect of the self-concept control variables was significant, the otherconcept variables did not predict depression in Study 1; however, the proportion of negative attributes of others predicted a decrease in depression in Study 2. Moreover, in Study 2, there was an interactive effect of compartmentalization and the differential importance of other-concepts. The group that positively compartmentalized the concept of a typical college student had a S-OAT higher depression than the group that negatively compartmentalized it. However, the difference in depression was not significant between the group that negatively compartmentalized the concept and the group that negatively integrated it. Finally, the clinical implications and limitations of the study are discussed.
참고문헌 (29)
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