Rumination, worry, and drinking behaviors in college students : a mediation analysis.

Mental health and alcohol-related behaviors are constructs of concern on university campuses, as a significant portion of college students experience alcohol-related consequences. There is an established link between mental health variables, including repetitive thoughts associated with depression and anxiety, and drinking behaviors among college students. However, how preventative behaviors – protective behavioral strategies – impact the associations between repetitive thoughts and drinking behaviors and outcomes is less understood. The current longitudinal study analyzed mediational relationships among these variables in college students at a mid-sized 4-year university (N = 107; 78.5% female; average age = 21.06 years, SD = 4.41). Analyses indicated that no mediational relationships existed among the variables. Moreover, the alcohol consequences measure did not have a significant relationship with any of the other study variables. Implications and limitations are discussed

Can the hopelessness model of depression and the response style theory be integrated?

The hopelessness model (Abramson et al., 1989) and response style theory (Nolen-Hoeksema et al., 1992) have been integrated in various ways, but these integrations have not been compared. German college students (N = 311; mean age = 23.27 years, SD = 6.57 years, 80% female) rated their depressive symptoms, negative inferences, and rumination three times. Findings supported an integrated model where individual inferences predict and interact with the rumination subtype brooding to affect depressive symptoms

The combined effects of self-referent information processing and ruminative responses on adolescent depression.

Adolescents who develop depression have worse interpersonal and affective experiences and are more likely to develop substance problems and/or suicidal ideation compared to adolescents who do not develop depression. This study examined the combined effects of negative self-referent information processing and rumination (i.e., brooding and reflection) on adolescent depressive symptoms. It was hypothesized that the interaction of negative self-referent information processing and brooding would significantly predict depressive symptoms, while the interaction of negative self-referent information processing and reflection would not predict depressive symptoms. Adolescents (n = 92; 13–15 years; 34.7 % female) participated in a 6-month longitudinal study. Self-report instruments measured depressive symptoms and rumination; a cognitive task measured information processing. Path modelling in Amos 19.0 analyzed the data. The interaction of negative information processing and brooding significantly predicted an increase in depressive symptoms 6 months later. The interaction of negative information processing and reflection did not significantly predict depression, however, the model not meet a priori standards to accept the null hypothesis. Results suggest clinicians working with adolescents at-risk for depression should consider focusing on the reduction of brooding and negative information processing to reduce long-term depressive symptoms

Integrating Beck’s cognitive model and the response style theory in an adolescent sample.

Depression becomes more prevalent as individuals progress from childhood to adulthood. Thus, empirically supported and popular cognitive vulnerability theories to explain depression in adulthood have begun to be tested in younger age groups, particularly adolescence, a time of significant cognitive development. Beck’s cognitive theory and the response style theory are well known, empirically supported theories of depression. The current, two-wave longitudinal study (N = 462; mean age = 16.01 years; SD = 0.69; 63.9 % female) tested various proposed integrative models of Beck’s cognitive theory and the response style theory, as well as the original theories themselves, to determine if and how these cognitive vulnerabilities begin to intertwine in adolescence. Of the integrative models tested—all with structural equation modeling in AMOS 21—the best-fitting integrative model was a moderation model wherein schemata influenced rumination, and rumination then influenced other cognitive variables in Beck’s model. Findings revealed that this integrated model fit the data better than the response style theory and explained 1.2 % more variance in depressive symptoms. Additionally, multigroup analyses comparing the fit of the best-fitting integrated model across adolescents with clinical and subclinical depressive symptoms revealed that the model was not stable between these two subsamples. However, of the hypotheses relevant to the integrative model, only 1 of the 18 associations was significantly different between the clinical and subclinical samples. Regardless, the integrated model was not superior to the more parsimonious model from Beck’s cognitive theory. Implications and limitations are discussed

Disclosure during private prayer as a mediator between prayer type and mental health in an adult Christian sample.

According to Poloma and Pendleton’s (1991) prayer model there are four prayer types (colloquial, meditative, petitionary, and ritual), all of which have varying associations with mental health. However, few studies have examined what mechanisms explain these associations. The literature demonstrates that disclosing distressing information can improve mental health. Thus, the current study examined self-disclosure as a mediating variable between Poloma and Pendleton’s (1991) prayer types and mental health. It was hypothesized that self-disclosure would mediate the association between prayer types involving meaningful communication with God (colloquial and meditative prayer types) and mental health and would not mediate associations between petitionary and ritual prayer types and mental health. This cross-sectional, online study analyzed data from praying Christian adults (N = 296) to test the hypotheses. As predicted, self-disclosure mediated the positive associations between colloquial and meditative prayer types and mental health. Self-disclosure was not associated with petitionary or ritual prayer and therefore did not mediate the relationships of these prayer types with mental health, as expected. Petitionary prayer had a negative relationship to mental health, while ritual prayer had a positive relationship to mental health. The results indicate that self-disclosure is an important mediator to consider when investigating the associations between private prayer and mental health

Do trust-based beliefs mediate the associations of frequency of private prayer with mental health? : a cross-sectional study.

Significant associations of private prayer with mental health have been found, while mechanisms underlying these associations are largely unknown. This cross-sectional online study (N = 325, age: 35.74, SD: 18.50, 77.5% female) used path modeling to test if trust-based beliefs (whether, when, and how prayers are answered) mediated the associations of prayer frequency with the Anxiety, Confusion, and Depression Profile of Mood States-Short Form (POMS) scales. The association of prayer and Depression was fully mediated by trust-based beliefs; associations with Anxiety and Confusion were partially mediated. Further the interaction of prayer frequency by stress was association with Anxiety

Teacher support mediates concurrent and longitudinal associations between temperament and mild depressive symptoms in sixth grade

The combination of changes occurring at the transition to middle school may be a catalyst for the onset of depressive symptoms, yet teacher support at this transition is protective. Research points to certain temperamental traits as risk factors for developing depressive symptoms. This study examines student reports of teacher support and teacher reports of student–teacher relationship (STR) quality as mediators of associations between child temperament (i.e. negative emotionality at age 4½ : and emotional reactivity in elementary grades) and depressive symptoms in sixth grade. Results indicate (a) negative emotionality predicted emotional reactivity and depressive symptoms; (b) emotional reactivity predicted depressive symptoms; (c) students’ perceptions of teacher support (in grade 6) and teachers’ perceptions of STR quality (in grades 4-6) predicted depressive symptoms; and (d) student–teacher conflict mediated associations between emotional reactivity and depressive symptoms. Findings point to the importance of teacher support and positive STRs during the transition to middle school

How Do Humility Prototypes Affect the Association between Perceptions of Spouse’s Humility and Depressive Symptoms and Couple Conflict?

Relational humility (RH) is associated with positive outcomes (e.g., fewer depressive symptoms; less couple conflict). Traditional conceptualizations of RH rely on other-report measures, but do not account for how one\u27s perception of another\u27s humility relates to one\u27s RH prototype (i.e., one\u27s expectations of how humble others, such as a spouse, should be). The current study (N = 69 couples; mean age = 30.80 years; 71% white) analyzed the effect of RH prototypes on the association between participants\u27 perception of their spouse\u27s RH and their reports of depressive symptoms and couple conflict. RH prototype was tested as both a moderator and a mediator to these associations. Actor-partner independence moderation and mediation models indicated that RH prototype functions as a moderator in the association between perceived spousal RH and both depressive symptoms and couple conflict, wherein greater discrepancies between spousal RH and RH prototype was associated with more depressive symptoms and conflict

Teaching Behavior and Well-Being in Students: Development and Concurrent Validity of an Instrument to Measure Student-Reported Teaching Behavior

Teaching behavior has important implications for students’ emotional well-being. Multiple models suggest students’ perceptions of teaching behaviors are more critical than other measures for predicting well-being, yet student-report instruments that measure concrete and specific teaching behavior are limited. The purpose of the present studies is to develop an instrument to assess students’ perceptions of concrete and specific teaching behavior and to test which teaching behavior is associated students’ well-being. Construct validity and internal consistency for the 37-item Teaching Behavior Questionnaire (TBQ-S), composed of instructional, negative teaching, socioemotional, and organizational behavior were examined using data from two independent samples (Study 1: n = 703; Study 2: n = 822). The factor structure was stable across both samples and internal consistencies ranged from .77 to .97. Results indicated student-ratings of teaching behavior were associated with positive and negative affect in students