Perceived Psychological Control and Anxiety in Early Adolescents: The Mediating Role of Attributional Style

Schleider, Jessica L.; Vélez, Clorinda E.; Krause, Elizabeth D.; Gillham, Jane E.

doi:10.1007/s10608-013-9573-9

Cited by 64 publications

(34 citation statements)

References 52 publications

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“…A recent meta-analysis of 51 studies found a large, negative cross-sectional association between perceived control and both trait measures of anxiety and disorder-specific measures of anxiety, across all types of anxiety disorders, in both children and adults (Gallagher, Bentley, & Barlow, 2014). Longitudinal studies have found that youths who view adverse life experiences as unchangeable and due to causes they cannot control (e.g., indicated by stable, global attributional style) develop more anxiety and depressive symptoms over time (Brown & Seigel, 1988; Schleider, Vélez, Krause, & Gillham, 2014). In other longitudinal studies, lower perceived control over adverse personal and anxiety-related experiences has predicted increases in adolescents’ anxiety symptoms (Ginsburg, Lambert, & Drake, 2004; Muris, Shouten, Meesters, & Hoge, 2003), as well as increased the likelihood of anxiety disorder onset in both clinic-referred and psychologically healthy youth (Weems, Silverman, Rapee, & Pina, 2003).…”

Section: Mechanism 1: Improved Perceived Controlmentioning

confidence: 99%

Reducing risk for anxiety and depression in adolescents: Effects of a single-session intervention teaching that personality can change

Schleider

Weisz

2016

Behaviour Research and Therapy

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127

114

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Efforts to reduce youth mental health problems have advanced greatly but have not lowered overall rates of youth mental illness. Thus, a need exists for disseminable, mechanism-targeted approaches to reducing risk of youth psychopathology. Accordingly, we conducted a randomized-controlled trial testing whether a single-session intervention teaching growth personality mindsets (the belief that personality is malleable) reduced known risk factors for anxiety and depression in adolescents experiencing or at risk for internalizing problems (N=96, ages 12-15). Compared to a supportive-therapy control, a 30-minute computer-guided mindset intervention strengthened adolescents’ perceived control; this improvement was associated with increases in growth mindsets. Further, electrodermal activity recovery slopes showed that youths receiving the mindset intervention recovered from a lab-based social stressor over three times as fast as control group youths. Improvements in growth mindsets and perceived control were linked with faster stress recovery. Results suggest a disseminable strategy for reducing internalizing problem risk among adolescents.

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Section: Mechanism 1: Improved Perceived Controlmentioning

confidence: 99%

Reducing risk for anxiety and depression in adolescents: Effects of a single-session intervention teaching that personality can change

Schleider

Weisz

2016

Behaviour Research and Therapy

Self Cite

127

114

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“…Moreover, a positive correlation between parental psychological control and low school grades and, consequently, lack of competence satisfaction has been demonstrated (Aunola & Nurmi, 2004;Bean et al, 2003;. In a school context, the child who, since their early life experiences, is subjected to excessive parental psychological control may develop the belief that they cannot independently cope with unfamiliar and unpredictable situations (Nanda, Kotchick, & Grover, 2012;Schleider et al, 2014); consequently, they could develop a fear of failure which increases the probability of failure, resulting in lowering of self-efficacy (Ahmad, Vansteenkiste, & Soenens, 2013;Costa et al, 2014c). As mentioned above, repeated failures, combined with the belief that they cannot control events, could lead the student to experience helplessness.…”

Section: Origins Of Lhmentioning

confidence: 99%

“…Ames (1990) defines LH as a dysfunctional attributions pattern characterized by both passivity and loss of motivation in responding to academic tasks, in particular, those tasks that the ''helpless student'' perceives as challenging or that require effort and persistence. Helpless students do not see the connection between their own effort and achieving in school, believing that school failure simply reflects their low ability (an internal and stable attribution) and that they lack the skills and/or ability they need to be able to reverse school failure (pessimistic explanatory style- Alloy, Kelly, Mineka, & Clements, 1990;Schleider, Vélez, Krause, & Gillham, 2014).…”

Section: Introductionmentioning

confidence: 99%

Perceived Parental Psychological Control and Learned Helplessness: The Role of School Self-efficacy

Filippello

Sorrenti

Passanisi

et al. 2015

School Mental Health

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Relatively few studies have examined the mechanisms through which psychological control creates impairments in the scholastic and academic areas of children's and adolescents' functioning. The purpose of this study was to highlight the relation between psychological control and learned helplessness (LH), and also to test school self-efficacy as a mediator in the relation between psychological control and LH. A total of 186 students (103 males and 83 females) aged between 14 and 18 (M = 16.22, SD = 1.21) completed self-report questionnaires assessing socio-demographic characteristics, parental psychological control, school self-efficacy, and LH. Both maternal and paternal psychological controls were negatively associated with self-efficacy and positively associated with LH. This statement is consistent with our hypotheses. Furthermore, structural equation modeling showed that school self-efficacy was a full mediator in the relation between perceptions of parental psychological control and LH. These results extend previous studies on parental psychological control in a school context and provide evidence for the relation with LH, identifying selfefficacy as a variable that accounts for the relation between parental psychological control and LH.

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“…Previous studies have suggested that parenting behaviors may affect adolescent developmental outcomes directly or indirectly via internal resources. For instance, parental control was found to influence adolescent developmental outcomes via attributional style (Schleider et al 2014) and self-regulation (Lee et al 2012).…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Adolescents’ Perceived Parental Involvement, Self-Efficacy Beliefs, and Subjective Well-Being: A Multiple Mediator Model

Yap

Baharudin

2015

Soc Indic Res

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The aim of this study was to examine the mediation roles of academic selfefficacy, social self-efficacy, and emotional self-efficacy on the relationships between parental involvement (i.e., paternal involvement and maternal involvement) and subjective well-being (i.e., positive affect, negative affect, and life satisfaction) in Malaysian adolescents. Participants were 802 Malaysian high school students from 14 public schools, with an age range of 15-17 years. Results of a multiple mediator model indicated that academic self-efficacy and social self-efficacy were unique mediators in the relationships between parental involvement (both paternal involvement and maternal involvement) and adolescent positive affect. Besides, academic self-efficacy was found to be the only unique mediator in the relationships between parental involvement and adolescent life satisfaction. Emotional self-efficacy did not uniquely mediate the relationships between parental involvement and adolescent positive affect and life satisfaction. None of the proposed mediators uniquely mediated the relationships between parental involvement and adolescent negative affect. This study suggests that paternal involvement is just as crucial to adolescent positive development as maternal involvement. In addition, this study also extends our insight into the specific roles of academic, social, and emotional self-efficacy in the relationship between parental involvement and the components of subjective wellbeing among adolescents.

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Perceived Psychological Control and Anxiety in Early Adolescents: The Mediating Role of Attributional Style

Cited by 64 publications

References 52 publications

Reducing risk for anxiety and depression in adolescents: Effects of a single-session intervention teaching that personality can change

Reducing risk for anxiety and depression in adolescents: Effects of a single-session intervention teaching that personality can change

Perceived Parental Psychological Control and Learned Helplessness: The Role of School Self-efficacy

The Relationship Between Adolescents’ Perceived Parental Involvement, Self-Efficacy Beliefs, and Subjective Well-Being: A Multiple Mediator Model

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