Catastrophic worrying as a function of changes in problem-solving confidence

Davey, Graham C. L.; Jubb, Michael; Cameron, Catherine M.

doi:10.1007/bf02228037

Cited by 72 publications

(50 citation statements)

References 9 publications

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“…It suggests that changes in problemsolving confidence can have a causal effect on catastrophic worry; this reflects an increasing in how http://www.ispacs.com/journals/metr/2013/metr-00023/ International Scientific Publications and Consulting Services unsuitable potential outcomes of this worry that is conceived and the amount of time that subject is willing to spend ruminating on a particular worry. This is consistent with Davey et al (1996)'s argument that low levels of problem-solving confidence may thwart effective problem solving and exacerbate this worry. Proper instruction as below could be suitable for increasing self-confidence especially in mathematics education:…”

Section: Resultssupporting

confidence: 87%

The Study of Effect of the Main Factors on Problem Solving Self-Confidence Using Cooperative Learning

Mafakheri¹,

Rostamy-Malkhalifeh²,

Shahvarani³

et al. 2013

Mathematics Education Trends and Research

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Low self-confidence in problem solving is one of the main issues in terms of mathematics education among high school students and this issue led to decreasing learning mathematics. Mathematics educators always faced to learners that not being proactive for solving the problems and avoid it hence the main aim of this paper is exploring the main influence factors on self-confidence problem solving. Twenty questions of questionnaire were designed based on different literature and principle component and confirmatory factor analysis were used for analysis data. The results of the study indicated the main influenced factors are; ability, motivation, perseverance, sense of helplessness and inhibitor. Finally recommendations and some policies presented to increasing the self-confidence in educational system.

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Section: Resultssupporting

confidence: 87%

The Study of Effect of the Main Factors on Problem Solving Self-Confidence Using Cooperative Learning

Mafakheri¹,

Rostamy-Malkhalifeh²,

Shahvarani³

et al. 2013

Mathematics Education Trends and Research

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show abstract

“…For each of the six selected WDQ items, participants were asked to "catastrophize" on the potential negative consequences. The Worry, Thoughts, and Images 14 procedure for the catastrophizing interviews followed the modifications introduced by Davey, Jubb, and Cameron (1996). Participants were repeatedly asked what worried them most about X.…”

Section: Worry and Reduced Imagery: Abstract Verbalizationmentioning

confidence: 99%

Worry, Thoughts, and Images: A New Conceptualization

Stöber

2000

Generative Mental Processes and Cognitive Resources

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The present chapter addresses the relations between worry, thoughts, and images. It is organized into three parts. Part 1 outlines T. D. Borkovec's avoidance theory of worry, namely that worry reduces aversive imagery. Part 2 considers two mechanisms by which worry may reduce imagery, namely limitation of processing resources and verbal abstraction. Moreover, as there is little evidence for the first, but some evidence for the latter, Part 2 presents a new conceptual model of the relations between worry, thoughts, and images. Part 3 presents a brief outline beyond anxiety research on how avoidance theory and the verbal abstraction hypothesis may relate to the phenomenon of ruminative coping with depression.

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“…To simplify procedure and data analysis, the original procedure of the catastrophizing interview (Vasey & Borkovec, 1992) was modified. First, we replaced the two-step questioning procedure with the one-step questioning procedure introduced by Davey, Jubb, and Cameron (1996). In this, the only question was "What is it that worries you most about X?".…”

Section: Methodsmentioning

confidence: 99%

“…At the second step, X was substituted with the answer that the participant gave in the first step. This procedure was repeated until the participant could not think of any further answers, repeated answers, or refused to continue (for details, see Davey et al, 1996). Second, we asked participants to write down their answers instead of tape-recording them (as was the case in previous studies).…”

Section: Methodsmentioning

confidence: 99%