Abstract
This study assessed the predictive relationship between catastrophizing and depressive symptoms, when controlling for anxiety,
amongst 231 third-, fifth-, and seventh-grade children. Hopelessness theory of depression posits that the diathesis of consistently
generating catastrophic inferences to the consequences of a negative event can lead to hopelessness depression. Catastrophizing
is often observed in anxiety, yet no prior study has controlled for anxiety when studying this cognitive risk factor for depression
in the context of hopelessness theory. Results replicated previous findings amongst youth aged 7–13, such that a significant
relationship was observed between depressive symptoms and catastrophizing; this relationship remained significant in the full
sample after controlling for anxiety. However, the relationship between catastrophizing and depression differed by grade such
that, after controlling for anxiety, catastrophizing was predictive of depressive symptoms amongst third-grade but not fifth-
or seventh-grade children. The inclusion of the anxiety construct in hopelessness theory may enhance current conceptualizations
of the changing nature of depression across development.
amongst 231 third-, fifth-, and seventh-grade children. Hopelessness theory of depression posits that the diathesis of consistently
generating catastrophic inferences to the consequences of a negative event can lead to hopelessness depression. Catastrophizing
is often observed in anxiety, yet no prior study has controlled for anxiety when studying this cognitive risk factor for depression
in the context of hopelessness theory. Results replicated previous findings amongst youth aged 7–13, such that a significant
relationship was observed between depressive symptoms and catastrophizing; this relationship remained significant in the full
sample after controlling for anxiety. However, the relationship between catastrophizing and depression differed by grade such
that, after controlling for anxiety, catastrophizing was predictive of depressive symptoms amongst third-grade but not fifth-
or seventh-grade children. The inclusion of the anxiety construct in hopelessness theory may enhance current conceptualizations
of the changing nature of depression across development.
- Content Type Journal Article
- Pages 1-10
- DOI 10.1007/s10608-011-9370-2
- Authors
- Valerie A. Noël, Department of Psychology, Memorial University of Newfoundland, St. John’s, NL A1B 3X9, Canada
- Sarah E. Francis, Department of Psychology, Memorial University of Newfoundland, St. John’s, NL A1B 3X9, Canada
- Kristen Williams-Outerbridge, Department of Psychology, University of Windsor, Chrysler Hall South, Room 173, 401 Sunset Avenue, Windsor, ON N9B 3P4, Canada
- Stephanie L. Fung, Department of Psychology, Memorial University of Newfoundland, St. John’s, NL A1B 3X9, Canada
- Journal Cognitive Therapy and Research
- Online ISSN 1573-2819
- Print ISSN 0147-5916