Anxiety and depression in children and adolescents: an examination of cognition and attributional style

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dc.contributor.authorByrd, Devin A.en
dc.contributor.committeechairOllendick, Thomas H.en
dc.contributor.committeememberFinney, Jack W.en
dc.contributor.committeememberJones, Russell T.en
dc.contributor.departmentPsychologyen
dc.date.accessioned2014-03-14T21:31:00Zen
dc.date.adate2009-03-04en
dc.date.available2014-03-14T21:31:00Zen
dc.date.issued1996-12-06en
dc.date.rdate2009-03-04en
dc.date.sdate2009-03-04en
dc.description.abstractThe relationship of attributional style to anxiety and depression in children and adolescents has received little attention in comparison to studies conducted with adult populations. However, preliminary studies suggest that children and adolescents evidence similar attributional style patterns to those expressed by adults. This study further examines the relationship of anxiety and depression to attributional style to determine the utility and applicability of the adult model to children and adolescents. In addition, this study examines the accuracy of obtaining attributional style ratings using hypothetical events (i.e., questionnaire method) versus real-life events. Further, this study was designed to study the relationship of emotional measures of anxiety and depression (Le., Children's Depression Inventory and Revised Children's Manifest Anxiety Scale) versus cognitive measures of anxiety and depression (Negative Affect Self-Statement Questionnaire). It was hypothesized that real life events (as measured by the Specific Life Events Schedule; SLES) would prove to be a concurrently valid measure of attributional style in relation to hypothetical events presented through a questionnaire method (as measured by the Children's Attributional Style Questionnaire; CASQ). As well, it was predicted that real life events of the SLES would prove to be a more accurate measure of attributional style than hypothetical life events of the CASQ, in relation to achieved depression scores. Furthermore, it was predicted that certain indices of attributional style and negative self-statements would prove to be significant predictors of depression (as measured by the CDI) and anxiety scores (as measured by the RCMAS).en
dc.description.degreeMaster of Scienceen
dc.format.extentvii, 101 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-03042009-041309en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-03042009-041309/en
dc.identifier.urihttp://hdl.handle.net/10919/41430en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V855_1996.B973.pdfen
dc.relation.isformatofOCLC# 37358743en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectpositive affectivityen
dc.subjectlearned helplessnessen
dc.subjectcognitive schemasen
dc.subjectnegative affectivityen
dc.subject.lccLD5655.V855 1996.B973en
dc.titleAnxiety and depression in children and adolescents: an examination of cognition and attributional styleen
dc.typeThesisen
dc.type.dcmitypeTexten
thesis.degree.disciplinePsychologyen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.levelmastersen
thesis.degree.nameMaster of Scienceen

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