165 results on '"Janosz, Michel"'
Search Results
152. Facteurs de protection (modérateurs) de la 'toxicomanie' à l'adolescence : recension et modérateurs du lien entre l'agressivité à l'enfance et la surconsommation de drogues à l'adolescence
- Author
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Fallu, Jean-Sébastien and Janosz, Michel
- Subjects
Modérateurs ,Prévention ,Consommation/abus de drogue ,Toxicomanie ,Facteurs de protection ,Adolescence - Abstract
Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.
- Published
- 2005
153. L’influence du climat scolaire sur les résultats des élèves: effet-établissement ou perception individuelle?
- Author
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Brault, Marie-Christine, Durand, Claire, and Janosz, Michel
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Effet-établissement ,Analyses multiniveaux ,Climat scolaire ,Résultats scolaires ,Sociologie de l’éducation - Abstract
La littérature montre que les résultats scolaires ne sont pas seulement imputables aux caractéristiques individuelles et familiales des élèves, mais qu’ils sont également influencés par l’établissement scolaire fréquenté. Utilisant une analyse multiniveaux comprenant deux niveaux hiérarchiques, soit l’élève et l’école, la présente recherche vise à démontrer l’impact du climat scolaire sur les résultats des élèves du secondaire. Dans ce contexte, le climat scolaire perçu est mesuré à partir de six indicateurs de perception mesurés à l’aide du Questionnaire sur l’Environnement Socioéducatif (QES) (Janosz, 2000). Les indicateurs utilisés pour rendre compte de l’effet-établissement sont ces indicateurs de climat scolaire agrégés par école. Les analyses ont été effectuées sur un échantillon transversal de 54 écoles publiques, parmi lesquelles 30 685 élèves âgés de 13 à 17 ans ont complété le questionnaire. Les résultats de l’analyse permettent de constater d’une part, que le climat scolaire influence bel et bien la réussite des élèves et d’autre part, qu’il est possible de différencier l’effet du climat perçu selon qu’il se situe au niveau de l’élève ou qu’il soit plutôt agrégé au niveau de l’école. À cet effet, seul le climat agrégé, plus particulièrement les climats éducatif et d’appartenance, permet d’expliquer les différences entre les écoles sur la base des résultats scolaires en français et en mathématiques., Literature shows that academic achievement is not only dependent of individual and family characteristics of the student, but is also influenced by the attended school. Using multilevel hierarchical model with two levels of analysis, student and school, this research is seeking to show the impact of school climate on academic achievement. School climate is established from six perceived indicators from School Environment Questionnaire (SEQ) (Janosz, 2000). Indicators of school effectiveness are these climates, which have been aggregated for each school. Analysis has been carried over 54 publics schools among which 30 685 students from 13 to 17 years old completed the questionnaire. Results shows that school climate is related to academic achievement, and also that it is possible to distinguish the effect of perceived climate depending on his level: student level or school level. Only aggregated school climate, mostly the educational and bonding climates, can explain the differences between schools in regards of their mathematics and French results.
- Published
- 2004
154. Unpacking the Longitudinal Associations between the Frequency of Substance Use, Substance Use Related Problems, and Academic Achievement among Adolescents.
- Author
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Huỳnh C, Morin AJS, Fallu JS, Maguire-L J, Descheneaux-Buffoni A, and Janosz M
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- Academic Performance psychology, Adolescent, Adolescent Behavior psychology, Alcoholic Intoxication epidemiology, Educational Status, Female, Humans, Longitudinal Studies, Male, Socioeconomic Factors, Substance-Related Disorders psychology, Academic Performance statistics & numerical data, Academic Success, Substance-Related Disorders epidemiology
- Abstract
Previous research repeatedly observed associations between academic achievement and substance use during adolescence. However, the simple frequency of substance use was not differentiated from the emergence of substance use related problems, such as abuse and dependence. This study presents autoregressive cross-lagged models describing inter-relations between academic achievement, frequency of substance use, and substance use related problems among a sample of 1034 seventh graders (46% female; 83% White North Americans; Mage = 12.64 years, SD
age = 0.65) who participated in a four-year longitudinal study. The stability of measurement structure of frequency of substance use and substance use related problems was supported. Higher frequency of substance use and substance use related problems did not predict lower academic achievement. A higher academic achievement predicted a later increase in frequency of substance use and substance use related problems in boys, whereas a higher academic achievement predicted a lower frequency of substance use in girls. Although substance use related problems were mainly predicted by frequency of substance use, substance use can remain, nonetheless, non-problematic during adolescence.- Published
- 2019
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155. Witnessing violence in early secondary school predicts subsequent student impairment.
- Author
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Janosz M, Brière FN, Galand B, Pascal S, Archambault I, Brault MC, Moltrecht B, and Pagani LS
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- Adolescent, Crime Victims psychology, Female, Humans, Male, Quebec epidemiology, Schools, Antisocial Personality Disorder epidemiology, Psychology, Adolescent, Social Adjustment, Stress, Psychological epidemiology, Students psychology, Violence psychology
- Abstract
Background: Past research suggests that adolescents who witness violence are at risk of adjustment problems. However, few studies have implemented a longitudinal design and have accounted for direct experiences of victimisation and other major confounders. This prospective study examines the relationship between witnessing school violence and subsequent impairment and whether such associations depend on the kind of violence witnessed., Methods: 3936 adolescents from Quebec (Canada) were followed from ages 12 through 15 years. Linear regression tested associations between witnessing school violence at age 13 and subsequent antisocial behaviour (drug use, delinquency), emotional distress (social anxiety, depressive symptoms) and academic adjustment (school achievement, engagement) at age 15. We compared the relative contribution of differing forms of witnessing school violence versus being victimised directly., Results: General school violence predicted later impairment. The adjusted associations between indirectly experiencing violence as a bystander and subsequent impairment were comparable to those of direct victimisation. Witnessing covert and major violence was associated with drug use and delinquency. Witnessing minor violence was associated with increases in drug use, social anxiety, depressive symptoms and decreases in school engagement., Conclusions: Almost all students witnessed school violence, which predicted impairment. Witnessing violence was associated with risk of subsequent adjustment problems 2 years later. Directly experienced victimisation showed a comparable magnitude of risk. This suggests that when it comes to symptoms of conduct disorder, witnessing violence might have the same impact as experiencing it directly. Witnessing earlier covert and major violence predicted social impairment whereas minor violence predicted psychological and academic impairment., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2018. No commercial re-use. See rights and permissions. Published by BMJ.)
- Published
- 2018
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156. Prospective associations between sport participation and psychological adjustment in adolescents.
- Author
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Brière FN, Yale-Soulière G, Gonzalez-Sicilia D, Harbec MJ, Morizot J, Janosz M, and Pagani LS
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- Adolescent, Anxiety psychology, Depression psychology, Female, Humans, Loneliness psychology, Longitudinal Studies, Male, Prospective Studies, Quebec, Emotional Adjustment, Psychology, Adolescent, Sports psychology
- Abstract
Background: Engaging in sport has been suggested to be mitigate against psychological distress. Using a prospective-longitudinal design, we examine whether sport participation is associated with reduced psychological difficulties in adolescents and whether associations differ by sport and personal characteristics., Methods: 17 550 adolescents from grade 7 to 10 (mean age=14.4 years old) self-reported on sport participation, depressive symptoms, social anxiety symptoms and loneliness in Spring 2007 and 1 year later. Analyses tested the association between sport participation and subsequent psychological difficulties using linear regression, while adjusting for pre-existing psychological and sociodemographic characteristics. Analyses also verified whether associations differed by sport frequency (weekly/more than weekly) and type (team/individual) using Wald tests of parameter constraints, as well as sex, age and pre-existing psychological difficulties using interaction terms., Results: After adjusting for potential confounders, sport participation predicted lower social anxiety symptoms (beta=-0.02 (-0.04, -0.01)) and loneliness (beta=-0.04 (-0.05, -0.02)), but not depressive symptoms. Moderation analyses showed that sport participation predicted greater reductions in depressive symptoms, social anxiety symptoms and loneliness in adolescents with higher baseline scores on each outcome. Associations did not differ by sport frequency and type, sex and age. Post hoc analyses revealed bidirectional associations between sport participation and social anxiety symptoms and loneliness., Conclusions: Sport participation predicts small reductions in adolescent psychological distress. Reductions seem most important in youth experiencing greater pre-existing psychological difficulty. Our findings suggest that sport participation represents a protective factor that supports psychological resilience in at-risk youth., Competing Interests: Competing interests: None declared., (© Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.)
- Published
- 2018
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157. Evaluating the implementation of Check & Connect in various school settings: Is intervention fidelity necessarily associated with positive outcomes?
- Author
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Goulet M, Archambault I, Janosz M, and Christenson SL
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- Academic Success, Adolescent, Behavior, Canada, Child, Female, Humans, Linear Models, Male, Mentors, Problem Solving, Program Evaluation standards, Health Promotion organization & administration, Program Evaluation methods, School Health Services organization & administration, Student Dropouts
- Abstract
There are numerous school dropout prevention programs. However, few of them have undergone a rigorous implementation evaluation to understand their effects. This research presents two studies that evaluated the intervention fidelity and differential effects of Check & Connect (C&C), a targeted school dropout prevention program aimed at promoting student engagement and achievement. A total of 145 elementary school students (Study 1) and 200 secondary school students (Study 2) from two French-Canadian school boards (regional districts grouping elementary and secondary schools) received the C&C intervention for two years. In both studies, a clinical monitoring form was used to compare the intervention fidelity of each program component and active ingredient with what was initially planned. The relation between intervention fidelity and the effects of C&C on student engagement and achievement was analyzed using multiple linear regressions. Overall, the results show that intervention fidelity varies across elementary and secondary schools from one component to another and from one site to another. Furthermore, the association between the fidelity of each component and positive outcomes varies, depending on the implementation site. This evaluation supports the relevance of every component of C&C to favor engagement and academic achievement among at-risk elementary and secondary school students, while suggesting that the importance of certain program components may vary, depending on contextual influences on implementation and outcomes., (Copyright © 2018 Elsevier Ltd. All rights reserved.)
- Published
- 2018
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158. Prospective associations between toddler televiewing and subsequent lifestyle habits in adolescence.
- Author
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Simonato I, Janosz M, Archambault I, and Pagani LS
- Subjects
- Adolescent, Adolescent Behavior, Child Behavior, Child, Preschool, Female, Humans, Longitudinal Studies, Male, Prospective Studies, Quebec, Surveys and Questionnaires, Feeding Behavior, Life Style, Sedentary Behavior, Television statistics & numerical data
- Abstract
Background: Watching television is a common pastime for very young children. High exposure may negatively influence physical and mental health outcomes. Not much is known about how early exposure relates to lifestyle choices in adolescence., Objective: To estimate how toddler televiewing is subsequently associated with lifestyle indicators at adolescence., Methods: Participants are 986 girls and 999 boys from the Quebec Longitudinal Study of Child Development birth cohort (Canada). Child self-reports lifestyle habits at age 13 that were linearly regressed on parent-reported televiewing at age 2 while adjusting for potential confounders., Results: Every 1 h 13 m increase in daily televiewing was prospectively associated with a 8.2% increased risk of unhealthy eating habits (unstandardized b = 0.05; 95% CI, 0.02 to 0.07), 10.1% decrease in eating breakfast on weekdays (unstandardized b = -0.06; 95% CI, -0.09 to -0.04), 13.3% increase in BMI (unstandardized b = 0.38; 95% CI, 0.26 to 0.50), 4.7% decrease in student engagement (unstandardized b = -0.07; 95% CI, -0.14 to -0.004), and 5.8% increase in concurrent screen time (unstandardized b = 0.06; 95% CI, 0.02 to 0.11). Post hoc simulations of noncompliance with AAP recommendations support their implementation., Conclusions: Excessive toddlerhood televiewing was prospectively associated with less optimal health and self-invested behavioral dispositions. Lifestyle habits not only affect metabolic risk but may also influence personal success outcomes. These independent relationships, observed more than a decade later, suggest a need for better parental awareness of the way children invest their limited waking hours could affect their long-term life course trajectories., (Copyright © 2018. Published by Elsevier Inc.)
- Published
- 2018
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159. Individual, social, and family factors associated with high school dropout among low-SES youth: Differential effects as a function of immigrant status.
- Author
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Archambault I, Janosz M, Dupéré V, Brault MC, and Andrew MM
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- Adolescent, Child, Female, Humans, Male, Quebec, Risk Factors, Emigrants and Immigrants statistics & numerical data, Poverty statistics & numerical data, Social Class, Student Dropouts statistics & numerical data
- Abstract
Background: In most Western countries, the individual, social, and family characteristics associated with students' dropout in the general population are well documented. Yet, there is a lack of large-scale studies to establish whether these characteristics have the same influence for students with an immigrant background., Aims: The first aim of this study was to assess the differences between first-, second-, and third-generation-plus students in terms of the individual, social, and family factors associated with school dropout. Next, we examined the differential associations between these individual, social, and family factors and high school dropout as a function of students' immigration status., Sample: Participants were 2291 students (54.7% with an immigrant background) from ten low-SES schools in Montreal (Quebec, Canada)., Method: Individual, social, and family predictors were self-reported by students in secondary one (mean age = 12.34 years), while school dropout status was obtained five or 6 years after students were expected to graduate., Results: Results of logistic regressions with multiple group latent class models showed that first- and second-generation students faced more economic adversity than third-generation-plus students and that they differed from each other and with their native peers in terms of individual, social, and family risk factors. Moreover, 40% of the risk factors considered in this study were differentially associated with first-, second-, and third-generation-plus students' failure to graduate from high school., Conclusion: These results provide insights on immigrant and non-immigrant inner cities' students experiences related to school dropout. The implications of these findings are discussed., (© 2017 The British Psychological Society.)
- Published
- 2017
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160. Depressive and anxious symptoms and the risk of secondary school non-completion.
- Author
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Brière FN, Pascal S, Dupéré V, Castellanos-Ryan N, Allard F, Yale-Soulière G, and Janosz M
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- Adolescent, Adult, Child, Female, Follow-Up Studies, Humans, Male, Quebec epidemiology, Young Adult, Anxiety epidemiology, Depression epidemiology, Schools statistics & numerical data, Student Dropouts statistics & numerical data
- Abstract
Background Evidence regarding the association between adolescent internalising symptoms and school non-completion has been limited and inconclusive. Aims To examine whether depressive and anxious symptoms at secondary school entry predict school non-completion beyond confounders and whether associations differ by baseline academic functioning. Method We used logistic regression to examine associations between depressive and anxious symptoms in grade 7 (age 12-14) and school non-completion (age 18-20) in 4962 adolescents. Results Depressive symptoms did not predict school non-completion after adjustment, but moderation analyses revealed an association in students with elevated academic functioning. A curvilinear association was found for anxiety: both low and high anxious symptoms predicted school non-completion, although only low anxiety remained predictive after adjustment. Conclusions Associations between internalising symptoms and school non-completion are modest. Common school-based interventions targeting internalising symptoms are unlikely to have a major impact on school non-completion, but may prevent non-completion in selected students., Competing Interests: Declaration of interestNone., (© The Royal College of Psychiatrists 2017.)
- Published
- 2017
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161. Adolescent Trajectories of Depressive Symptoms: Codevelopment of Behavioral and Academic Problems.
- Author
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Brière FN, Janosz M, Fallu JS, and Morizot J
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- Adolescent, Child, Educational Status, Female, Health Surveys, Humans, Male, Self Report, Adolescent Behavior psychology, Adolescent Development, Depressive Disorder psychology, Juvenile Delinquency psychology, Substance-Related Disorders psychology
- Abstract
Purpose: Increasing evidence suggests the existence of heterogeneity in the development of depressive symptoms during adolescence, but little remains known regarding the implications of this heterogeneity for the development of commonly co-occurring problems. In this study, we derived trajectories of depressive symptoms in adolescents and examined the codevelopment of multiple behavioral and academic problems in these trajectories., Methods: Participants were 6,910 students from secondary schools primarily located in disadvantaged areas of Quebec (Canada) who were assessed annually from the age 12 to 16 years. Trajectories were identified using growth mixture modeling. The course of behavioral (delinquency, substance use) and academic adjustment (school liking, academic achievement) in trajectories was examined by deriving latent growth curves for each covariate conditional on trajectory membership., Results: We identified five trajectories of stable-low (68.1%), increasing (12.1%), decreasing (8.7%), transient (8.7%), and stable-high (2.4%) depressive symptoms. Examination of conditional latent growth curves revealed that the course of behavioral and academic problems closely mirrored the course of depressive symptoms in each trajectory., Conclusions: This pattern of results suggests that the course of depressive symptoms and other adjustment problems over time is likely to involve an important contribution of shared underlying developmental process(es)., (Copyright © 2015 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.)
- Published
- 2015
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162. Adolescent illicit drug use and subsequent academic and psychosocial adjustment: an examination of socially-mediated pathways.
- Author
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Brière FN, Fallu JS, Morizot J, and Janosz M
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- Adolescent, Child, Educational Status, Female, Humans, Male, Substance-Related Disorders diagnosis, Substance-Related Disorders epidemiology, Adaptation, Psychological, Adolescent Behavior psychology, Illicit Drugs adverse effects, Peer Group, Social Adjustment, Social Environment, Substance-Related Disorders psychology
- Abstract
Background: Questions remain regarding the consequences of illicit drug use on adolescent adjustment and the nature of mechanisms that may explain these consequences. In this study, we examined whether early-onset illicit drug use predicts subsequent academic and psychosocial adjustment and whether associations are socially-mediated by decreased school engagement and increased peer deviancy., Method: 4885 adolescents were followed throughout secondary school. We used regressions to determine whether illicit drug use in grade 7 predicted academic achievement, school dropout, depressive symptoms, and conduct problems in grades 10-11, adjusting for potential confounders. We used path analysis to test whether significant associations were mediated by school engagement and peer deviancy in grade 8., Results: Illicit drug use predicted conduct problems and school dropout, but not academic achievement and depressive symptoms. The association between illicit drug use and conduct problems was fully mediated by increased peer deviancy. The association between illicit drug use and school dropout was partially mediated by increased peer deviancy, but remained mostly direct. No indirect association via decreased school engagement was found. Examination of reverse pathways revealed that conduct problems and academic achievement in grade 7 predicted drug use in grades 10-11. These associations were mediated by peer deviancy and school engagement (conduct problems only)., Conclusion: Adolescent illicit drug use influences the risk of school dropout and conduct problems in part by contributing to deviant peer affiliation. Reciprocal social mediation characterizes the association between drug use and conduct problems. A reverse mechanism best explains the association with academic achievement., (Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.)
- Published
- 2014
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163. School life and adolescents' self-esteem trajectories.
- Author
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Morin AJ, Maïano C, Marsh HW, Nagengast B, and Janosz M
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- Adolescent, Attitude, Female, Humans, Male, Organizational Culture, Personal Satisfaction, Prospective Studies, Social Environment, Social Perception, Teaching, Interpersonal Relations, Self Concept, Students psychology
- Abstract
This study investigates heterogeneity in adolescents' trajectories of global self-esteem (GSE) and the relations between these trajectories and facets of the interpersonal, organizational, and instructional components of students' school life. Methodologically, this study illustrates the use of growth mixture analyses, and how to obtain proper student-level effects when there are multiple schools, but not enough to support multilevel analyses. This study is based on a 4-year, six-measurement-point, follow-up of 1,008 adolescents (M(age) = 12.6 years, SD = 0.6 at Time 1.) The results show four latent classes presenting elevated, moderate, increasing, and low trajectories defined based on GSE levels and fluctuations. The results show that GSE becomes trait-like as it increases and that school life effects, moderated by gender, played an important role in predicting membership in these trajectories., (© 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.)
- Published
- 2013
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164. Prospective associations between meth/amphetamine (speed) and MDMA (ecstasy) use and depressive symptoms in secondary school students.
- Author
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Brière FN, Fallu JS, Janosz M, and Pagani LS
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- Adolescent, Amphetamine-Related Disorders complications, Amphetamine-Related Disorders epidemiology, Depression epidemiology, Female, Humans, Illicit Drugs adverse effects, Logistic Models, Male, Prevalence, Prospective Studies, Quebec epidemiology, Socioeconomic Factors, Amphetamine-Related Disorders psychology, Central Nervous System Stimulants adverse effects, Depression chemically induced, Methamphetamine adverse effects, N-Methyl-3,4-methylenedioxyamphetamine adverse effects, Students psychology
- Abstract
Background: Research has raised significant concern regarding the affective consequences of synthetic drug use. However, little evidence from well-controlled longitudinal studies exists on these consequences. The aim of this study was to determine whether use of meth/amphetamine (speed) and ±3,4-methylenedioxymethamphetamine (MDMA, ecstasy) is independently predictive of subsequent depressive symptoms in adolescents., Methods: A sample of 3880 adolescents from secondary schools in disadvantaged areas of Quebec, Canada, were followed over time (2003-2008). Logistic regression was used to test the association between meth/amphetamine and MDMA use in grade 10 (ages 15-16 years) and elevated depressive symptoms on an abridged Center for Epidemiologic Studies-Depression scale in grade 11, controlling for pre-existing individual and contextual characteristics., Results: After adjustment, both MDMA use (OR 1.7, 95% CI 1.1 to 2.6) and meth/amphetamine use (OR 1.6, 95% CI 1.1 to 2.3) in grade 10 significantly increased the odds of elevated depressive symptoms in grade 11. These relationships did not vary by gender or pre-existing depressive symptoms. Increased risk was particularly observed in concurrent usage (OR 1.9, 95% CI 1.2 to 2.9)., Conclusions: Adolescent use of meth/amphetamine and MDMA (particularly concurrent use) is independently associated with subsequent depressive symptoms. Further enquiry must determine whether these associations reflect drug-induced neurotoxicity and whether adolescence is a period of increased vulnerability to the hazards of synthetic drug exposure.
- Published
- 2012
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165. [Initiation of ecstasy use in Québec senior high school adolescents: distal and proximal predictors].
- Author
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Gagnon V, Fallu JS, Brière FN, and Janosz M
- Subjects
- Achievement, Adolescent, Age of Onset, Alcohol Drinking epidemiology, Alcohol Drinking prevention & control, Alcohol Drinking psychology, Amphetamine-Related Disorders psychology, Amphetamine-Related Disorders rehabilitation, Child, Comorbidity, Conduct Disorder epidemiology, Conduct Disorder psychology, Conduct Disorder rehabilitation, Cross-Sectional Studies, Female, Humans, Juvenile Delinquency psychology, Juvenile Delinquency rehabilitation, Juvenile Delinquency statistics & numerical data, Longitudinal Studies, Male, Marijuana Abuse epidemiology, Marijuana Abuse psychology, Marijuana Abuse rehabilitation, Parenting psychology, Peer Group, Quebec, Risk Factors, Social Facilitation, Socioeconomic Factors, Amphetamine-Related Disorders epidemiology, Hallucinogens, N-Methyl-3,4-methylenedioxyamphetamine
- Abstract
Objective: To identify distal and proximal predictors of ecstasy use initiation during adolescence., Method: The sample included 2162 adolescents from Québec disadvantaged community high schools, with an annual follow-up for 5 years. Path analysis was used to predict ecstasy use initiation in secondary 5 (aged 16 to 17 years) from predictors in secondary 1 and 2 (aged 12 to 14 years) and in secondary 4 (aged 15 to 16 years)., Results: Secondary 5 adolescents initiating ecstasy use showed a higher risk on multiple factors, compared with nonusers. Initiation was mainly predicted by proximal risk factors related to individual use as well as peer use and deviance. Nevertheless, many proximal factors developed consistently with their corresponding distal factor (indirect link). Marijuana use was the strongest predictor of ecstasy use initiation. All things being equal, relative risk was 2.04 times higher in adolescents having used marijuana in the past year (secondary 4)., Conclusions: Ecstasy use initiation in secondary 5 seems to be globally related to an externalized, rather than internalized, profile. This ecstasy use was strongly associated with other substance use and likely shares many risk factors with other substance use, specifically marijuana use.
- Published
- 2011
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