how do adolescents define depression? - cIRcle - University of ...
how do adolescents define depression? - cIRcle - University of ...
how do adolescents define depression? - cIRcle - University of ...
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To calculate gender and grade differences in the average number <strong>of</strong> COAD units<br />
generated per individual, t tests were conducted. For the average number <strong>of</strong> COAD units<br />
Chapter IV: Results<br />
generated, girls (M= 6.55, SD = 3.56) <strong>define</strong>d an average <strong>of</strong> COAD units significantly more<br />
<strong>of</strong>ten than did boys (M= 4.97, SD = 2.94), t (330) = 4.35, p = .000 (two-tailed). For grade<br />
differences in the average number <strong>of</strong> COAD units generated per person, the 8 th graders (M=<br />
6.53, SD = 3.91) <strong>define</strong>d an average <strong>of</strong> COAD units significantly more <strong>of</strong>ten than did the 11 ` I'<br />
graders (M= 5.49, SD = 3.02), t (330) = 2.69, p = .008 (two-tailed).<br />
Frequency Distributions <strong>of</strong> Conceptions <strong>of</strong> A<strong>do</strong>lescent Depression Units Generated At Least<br />
Once Per Individual<br />
To assess the presence <strong>of</strong> each category or subcategory generated by each participant's<br />
COAD units, each construct was counted as "yes" or coded as "1" (participant provided a<br />
definition for the construct), or "no" or "0" (participant did not produce a description for the<br />
construct). Hence, students received a score <strong>of</strong> "1" if a category was presented in their COAD<br />
unit definition(s), regardless <strong>of</strong> the number <strong>of</strong> times the category was represented (Carlson Jones,<br />
2001). This analysis approach examined the intention <strong>of</strong> the participants to really mean to list<br />
that category and its subcategory definition <strong>of</strong> a<strong>do</strong>lescent <strong>depression</strong>. Given that the free<br />
responses ranged from 0 to 26 COAD units <strong>of</strong>fered per individual, more than one type <strong>of</strong> unit<br />
descriptions <strong>of</strong> a<strong>do</strong>lescent <strong>depression</strong> could be provided by participants that fit the same category<br />
or subcategory. Table 12 illustrates the range <strong>of</strong> COAD definition units as <strong>define</strong>d by<br />
participants in each category and subcategory, and the frequency distribution <strong>of</strong> categories and<br />
subcategories generated at least once by the participants. This process involved collapsing the<br />
range <strong>of</strong> responses to either <strong>define</strong>d or not <strong>define</strong>d by each student producing frequency<br />
distributions for presenting category and subcategory data at least once by each participant<br />
(Carlson Jones, 2001). In Appendix X, Table X-1 illustrates only the frequency distribution <strong>of</strong><br />
categories and subcategories <strong>define</strong>d at least once by each participant.<br />
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