Psychological Development and Education ›› 2013, Vol. 29 ›› Issue (2): 183-191.

Previous Articles     Next Articles

The Role of Dysfunctional Attitude on the Relationship between Stress and Depression in School-age Children：A Multi-wave Longitudinal Study

WU Wen-feng1, LU Yong-biao1, CHEN Shi-ying2   

  1. 1. The educational school of Hunan university of science and technology, Xiangtan 411201;
    2. Hunan vocational college of art, Changsha 410012
  • Online:2013-03-15 Published:2013-03-15

PDF (PC)

Abstract: To explore the role of cognitive vulnerability factors in Beck's depression theory on the relationship between stress and depression by a multi-wave longitudinal study of 3th grade and 7th grade children. The hierarchical linear modeling analysis showed that dysfunctional attitude couldn't moderate the relationship between stress and the change of depressive symptoms in both 3th grade students sample and 7th grade students sample significantly. The multilevel structure equation model analysis discovered that dysfunctional attitude of cognitive factors couldn't mediate the relationship between stress life events and depressive symptom significantly in third-grade students' sample, but it could significantly mediate the relationship of stress and depressive symptoms in seventh-grade students' sample. The results might suggest that: (1) Beck's cognitive theory, in which dysfunctional attitude significantly moderating the relationship between stress and the change of depression, may not be hold in Chinese children; (2) The mediating mode hypothesis of cognitive vulnerability to depression, in which the cognitive vulnerability factors mediate the relationship of stress and the change of depression, may not be hold in younger children, but it may be hold in older children.

Key words: Beck’s cognitive theory, Dysfunctional attitude, hierarchical linear model, multilevel structure equation model, children

CLC Number: 

  • B844.2
Abela, J. R. Z., & Alessandro, U. (2002). Beck's cognitive theory of depression: A test of the diathesis-stress and causal mediation components. British Journal of Clinical Psychology, 41(2), 111-128.
Abela, J. R. Z., Stolow, D., Mineka, S., Yao, S., Zhu, X. Z., & Hankin, B. L. (2011). Cognitive Vulnerability to Depressive Symptoms in Adolescents in Urban and Rural Hunan, China: A Multiwave Longitudinal Study. Journal of abnormal psychology, 120(4), 765-778.
Abela, J. R. Z., & Sullivan, C. (2003). A Test of Beck's Cognitive Diathesis-Stress Theory of Depression in Early Adolescents. Journal of Early Adolescence, 23(4), 384-404.
Abela, J. R. Z., & Skitch, S. A. (2007). Dysfunctional attitudes, self-esteem, and hassles: cognitive vulnerability to depression in children of affectively ill parents. Behav Res Ther, 45(6), 1127-1140.
Abela, J. R. Z., & Hankin, B. L. (2008). Cognitive Vulnerability to Depression in Children and Adolescents. In J. Abela & B. L. Hankin (Eds.), Handbook of depression in children and adolescents (pp. 35-78). New York: The Guilford Press.
Abramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). Hopelessness Depression: A Theory-Based Subtype of Depression. Psychological Review, 96(2), 358-372.
Altham, P. (1984). Improving the precision of estimation by fitting a model. Journal of the Royal Statistical Society. Series B. Methodological, 46(1), 118-119.
Beck, A. T. (1983). Cognitive therapy of depression: New perspectives. In R Clayton & J. Barrett (Eds.), Treatment of depression: Old controversies and new approaches (pp. 265-290). New York: Raven Press.
Beck, A. T. (2005). The current state of cognitive therapy: a 40-year retrospective. Archives of General Psychiatry, 62(9), 953-959.
Beck, A. T., & Dozois, D. J. A. (2011). Cognitive therapy: current status and future directions. Annual Review of Medicine, 62, 397-409.
Cole, D. A., Ciesla, J. A., Dallaire, D. H., Jacquez, F. M., Pineda, A. Q., & LaGrange, B., et al. (2008). Emergence of attributional style and its relation to depressive symptoms. Journal of abnormal psychology, 117(1), 16-31.
Cole, D. A., & Turner, J. E. (1993). Models of cognitive mediation and moderation in child depression. Journal of Abnormal Psychology, 102, 271-278.
Diggle, P. J., Liang, K. Y., & Zeger, S. L. (1994). Analysis of longitudinal data. Oxford, England: Clarendon.
Garber, J., Weiss, B., & Shanley, N. (1993). Cognitions, depressive symptoms, and development in adolescents. Journal of Abnormal Psychology, 102(1), 47-57.
Gibb, B. E., & Alloy, L. B. (2006). A prospective test of the hopelessness theory of depression in children. J Clin Child Adolesc Psychol, 35(2), 264-274.
Hankin, B. L. (2012). Future Directions in Vulnerability to Depression Among Youth: Integrating Risk Factors and Processes Across Multiple Levels of Analysis. Journal of Clinical Child & Adolescent Psychology, first published on line at 17 Aug.
Hankin, B. L., Lakdawalla, Z., Lee, A., Grace, D., & Roesch, L. (2004). Cognitive vulnerabilities for emotional distress in adolescence:Disentangling the comorbility of depression and anxiety in a multi-wave prospecive study, Symposium conducted at the 38th annual meeting of the Association for advancement of Behavior Therapy. New Orleans, USA.
Hankin, B. L., Wetter, E., Cheely, C., & Oppenheimer, C. W. (2008). Beck's cognitive theory of depression in adolescence: Specific prediction of depressive symptoms and reciprocal influences in a multi-wave prospective study. International Journal of Cognitive Therapy, 1(4), 313-332.
Ingram, R. E., Miranda,J., & Segal, Z.V.(1998).Cognitive vulnerability to depression.New York: The Guilford press.
Ingram, R. E., & Siegle, G. J. (2002). Contemporary methodological issues in the study of depression: Not your father's Oldsmobile. In I. H. Gotlib & C. L. Hammen (Eds.), handbook of depression (pp. 86-114). New York: Guilford press.
Jacobs, R. H., Reinecke, M. A., Gollan, J. K., & Kane, P. (2008). Empirical evidence of cognitive vulnerability for depression among children and adolescents: A cognitive science and developmental perspective. Clinical psychology review, 28(5), 759-782.
Kanner, A. D., Feldman, S. S., Weinberger, D. A., & Ford, M. E. (1987). Uplifts, hassles, and adaptational outcomes in early adolescents. The Journal of Early Adolescence, 7(4), 371-394.
Kovacs, M. (2003). Children's Depression Inventory, manual. New York: Multi-Health Systems, Inc.
Lakdawalla, Z., Hankin, B., & Mermelstein, R. (2007). Cognitive Theories of Depression in Children and Adolescents: A Conceptual and Quantitative Review. Clinical Child and Family Psychology Review, 10(1), 1-24.
Lewinsohn,P.M.,Joiner Jr,T.E.,& Rohde.P.(2001).Evaluation of cognitive diathesis-stress models in predicting major depressive disorder in adolescents. Journal of Abnormal Psychology,110(2),203-215.
McWhinnie, C. M., Abela, J., Knauper, B., & Zhang, C. (2009). Development and validation of the revised Children's Dysfunctional Attitudes Scale. British Journal of Clinical Psychology, 48(3), 287-308.
Nolen-Hoeksema, S. (1991). Responses to Depression and Their Effects on the Duration of Depressive Episodes. Journal of Abnormal Psychology, 100(4), 569-582.
Nolen-Hoeksema, S., Girgus, J. S., & Seligman, M. (1992). Predictors and consequences of childhood depressive symptoms: A 5-year longitudinal study. Journal of Abnormal Psychology, 101(3), 405-422.
Song, Z., Foo, M. D., Uy, M. A., & Sun, S. (2011). Unraveling the daily stress crossover between unemployed individuals and their employed spouses. Journal of Applied Psychology, 96(1), 151-168.
Turner, J. E., & Cole, D. A. (1994). Developmental differences in cognitive diatheses for child depression. Journal of Abnormal Child Psychology, 22(1), 15-32.
Twenge, J. M., & Nolen-Hoeksema, S. (2002). Age, gender, race, socioeconomic status, and birth cohort differences on the children's depression inventory: a meta-analysis. J Abnorm Psycho, 111, 578-588.
Weiss, B., & Garber, J. (2003). Developmental differences in the phenomenology of depression. Development and Psychopathology, 15(2), 403-430.
崔丽霞, 罗小婧, 肖晶. (2011). 儿童期创伤对特质抑郁和特质焦虑的影响: 图式中介特异性研究. 心理学报, 43(10), 1163-1174.
方杰, 张敏强, 邱皓政. (2010). 基于阶层线性理论的多层级中介效应. 心理科学进展(8), 1329-1338.
刘凤瑜. (1997). 儿童抑郁量表的结构及儿童青少年抑郁发展的特点. 心理发展与教育(02), 57-61.
温忠麟, 张雷, 侯杰泰, 刘红云. (2004). 中介效应检验程序及其应用. 心理学报(5), 614-620.
吴文峰, 陈世英,卢永彪. (2011). 7年级学生应激事件、归因方式对其抑郁症状的影响. 中国临床心理学杂志, 35(3), 355-357.
吴文峰, 卢永彪, 谭芙蓉, 姚树桥. (2010). 儿童抑郁量表(CDI)中文版的信效度研究. 中国心理卫生杂志, 24(10), 775-779.
吴文峰, 卢永彪, 杨娟, 谭芙蓉, 姚树桥. (2011). 抑郁绝望理论在我国儿童中适用性的追踪研究. 心理科学, 34(2), 465-470.
俞大维, 李旭. (2000). 儿童抑郁量表(CDI)在中国儿童中的初步运用. 中国心理卫生杂志(04), 225-227.
[1] CHU Yue, LIU Xiping, XU Hui, TANG Weihai. Developmental Characteristics of Socially Shared Retrieval-induced Forgetting in Children [J]. Psychological Development and Education, 2024, 40(2): 153-159.
[2] LIU Yanchun, DENG Yuting, ZHANG Xi. Sharing Behavior towards Different Recipients in Children with Intellectual Disabilities: The Role of Theory of Mind [J]. Psychological Development and Education, 2024, 40(2): 160-168.
[3] LIANG Dandan, YAN Xiaomin, GE Zhilin. The Development of Emotion Recognition Ability in 4~8 Years Old Chinese Children with High-functioning Autism Based on Language Cues [J]. Psychological Development and Education, 2024, 40(2): 169-175.
[4] SHI Mengmeng, REN Guiqin, SUN Junhong, ZHANG Xinxing. Effects of Vocabulary Type and Reading Ability on Reading Comprehension Monitoring in First Grade Pupils [J]. Psychological Development and Education, 2024, 40(2): 207-214.
[5] LENG Xinyi, SU Mengmeng, LI Wenling, YANG Xiujie, XING Ailing, ZHANG Xianglin, SHU Hua. The Relation between Home Environment and Early Language Development in Rural China [J]. Psychological Development and Education, 2024, 40(1): 8-18.
[6] ZHAO Jingwei, CHEN Xiaoxu, REN Liwen, GENG Zhe, XU Fuzhen. Parental Psychological Control and Children’s Anxiety: A Moderated Mediating Model [J]. Psychological Development and Education, 2024, 40(1): 93-102.
[7] ZHU Naping, LIU Yanling, XIONG Hongmei, ZHAO Pan. Justice Comes Sooner or Later: The Development Characteristics of Children’s Fair Normative Executive Behavior in Different Resource Allocation Situations [J]. Psychological Development and Education, 2023, 39(6): 772-780.
[8] GAO Zihui, JIAO Yu, WANG Xi, LIU Xiaocen. The Influence of Dynamic and Static Text Presentation of Electronic Picture Books on Children’s Reading Experience and Learning Effect [J]. Psychological Development and Education, 2023, 39(6): 817-824.
[9] REN Liwen, MA Yuanchi, ZHANG Qingyao, ZHANG Lingling, XU Fuzhen. Reciprocal Relations between Parental Psychological Control and Children's School Adjustment: A Cross-lagged Analysis [J]. Psychological Development and Education, 2023, 39(5): 635-644.
[10] WANG Yingjie, LUAN Jinxin, LI Yan. The Relationship between Maternal Parenting Stress and Preschool Children's Anxiety: The Mediating Effect of Mother-child Conflict and the Moderating Effect of Maternal Mindfulness [J]. Psychological Development and Education, 2023, 39(5): 702-709.
[11] LI Tiantian, DONG Huiqin. Children's Perception of Interparental Conflict and Anxiety: The Mediating Effect of Attention to Positive and Negative Information and the Moderating Effect of Gender [J]. Psychological Development and Education, 2023, 39(4): 488-496.
[12] YIN Xiaolan, ZHOU Lujun, ZHU Cuiying. The Effect of School Environment on the Rural Left-behind Children's Prosocial Behaviors: The Mediating Role of Psychological Capital and Life Satisfaction [J]. Psychological Development and Education, 2023, 39(4): 497-504.
[13] JIN Xing, LIU Jinghong, MA Yue, YU Zhanyu. A Comparative Study on the Attentional Blink of Body Expression between Deaf and Normal Children [J]. Psychological Development and Education, 2023, 39(3): 305-312.
[14] ZHAO Xian, WANG Zhihang, WANG Dongfang, YUAN Yanyun, YIN Xiayun, LI Zhihua. Developmental Trajectory of Prosocial Behavior in Impoverished Children during Early Adolescence: The Effects of Gender and Parenting Style Heterogeneity [J]. Psychological Development and Education, 2023, 39(3): 323-332.
[15] LIU Shuang, LI Mei, FENG Xiaohang, ZHANG Xiangkui. A Longitudinal Study of Mastery Motivation and Competence in Early Childhood: The Moderating Effects of Types of Task and Temperament [J]. Psychological Development and Education, 2023, 39(2): 161-172.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd