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The Hopelessness Theory of Depression: A Test of the Diathesis–Stress and Causal Mediation Components in Third and Seventh Grade Children

The Hopelessness Theory of Depression: A Test of the Diathesis–Stress and Causal Mediation... The goal of the current study was to test the diathesis–stress and causal mediation components of the hopelessness theory of depression in third- and seventh-grade children. The procedure involved an initial assessment of depressive symptoms, hopelessness, and the 3 cognitive styles posited as vulnerability factors by hopelessness theory. The procedure also involved a series of 6 weekly follow-up assessments in which depressive symptoms, hopelessness, and the occurrence of negative events were assessed. A depressogenic attributional style interacted with negative events to predict increases in depressive symptoms in seventh-grade children but not in third-grade children. A depressogenic inferential style about consequences interacted with negative events to predict increases in depressive symptoms in both third- and seventh-grade children. Last, a depressogenic inferential style about the self interacted with negative events to predict increases in depressive symptoms in third- and seventh-grade girls but not boys. None of these interactions were mediated by hopelessness. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Abnormal Child Psychology Springer Journals

The Hopelessness Theory of Depression: A Test of the Diathesis–Stress and Causal Mediation Components in Third and Seventh Grade Children

Abela, John
Journal of Abnormal Child Psychology , Volume 29 (3) – Oct 16, 2004
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References (41)

Publisher
Springer Journals
Copyright
Copyright © 2001 by Plenum Publishing Corporation
Subject
Psychology; Clinical Psychology; Developmental Psychology
ISSN
0091-0627
eISSN
1573-2835
DOI
10.1023/A:1010333815728
Publisher site
See Article on Publisher Site

Abstract

The goal of the current study was to test the diathesis–stress and causal mediation components of the hopelessness theory of depression in third- and seventh-grade children. The procedure involved an initial assessment of depressive symptoms, hopelessness, and the 3 cognitive styles posited as vulnerability factors by hopelessness theory. The procedure also involved a series of 6 weekly follow-up assessments in which depressive symptoms, hopelessness, and the occurrence of negative events were assessed. A depressogenic attributional style interacted with negative events to predict increases in depressive symptoms in seventh-grade children but not in third-grade children. A depressogenic inferential style about consequences interacted with negative events to predict increases in depressive symptoms in both third- and seventh-grade children. Last, a depressogenic inferential style about the self interacted with negative events to predict increases in depressive symptoms in third- and seventh-grade girls but not boys. None of these interactions were mediated by hopelessness.

Journal

Journal of Abnormal Child Psychology – Springer Journals

Published: Oct 16, 2004

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