Évaluation de la pensée constructive chez des adolescents et jeunes adultes francophones

Abstract

ObjectiveConstructive thinking is defined as the use of functional affective and cognitive coping styles in stressful situations. A first aim of the current study is to evaluate constructive thinking in adolescents and young adults, taking into account gender differences. A second aim is to identify a specific profile of the constructive thinking in delinquent adolescents. MethodThe study comprises two samples. A first sample is constituted of 777 participants of the general population, aged from 12 to 26 years (mean age = 17.09±2.70), recruited in public and private schools, as well as in high-schools and colleges. The second sample is composed of 60 male delinquent adolescents, aged from 12 to 18 years (mean age=16.15±1.23), recruited in two forensic facilities. All participants were asked to answer the constructive thinking inventory (CTI), a self-report questionnaire assessing the constructive thinking. This self-report questionnaire comprises one global scale, global constructive thinking and six specific scales. ResultsResults of the present study evidence important gender and age differences in coping styles used to handle daily life stressful situations. Specifically, compared to their female counterparts, male participants show a more efficient constructive thinking, with a more black-and-white thinking style, as well as a tendency to consider stressful situations as challenges rather than threats. Regarding age differences, some differences between the adolescents and young adults were observed on some specific scales. Namely, adolescents are more likely to think in a rigid and dichotomous thinking style, and seem to have a simplistic vision of the world, whereas adults are more likely to think in a more realistic way. Finally, compared to male adolescents from the general population, adolescent delinquents show a less efficient constructive thinking. They are less able to display adequate responses to stressful situations and tend to have a more rigid and superstitious thinking. ConclusionThe CTI appears to be a useful tool to assess adolescents’ and young adults’ strategies to manage daily life problems. Additionally, deficits in constructive thinking seem to play a role in the occurrence and maintenance of delinquent behaviours, and should be taken into consideration for interventions in this specific population.