Rumination and Worry in Nonclinical Adolescents

Muris, Peter; Roelofs, Jeffrey; Meesters, Cor; Boomsma, Petra

doi:10.1023/b:cotr.0000045563.66060.3e

Cited by 185 publications

(193 citation statements)

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“…This finding is in line with previous research on adolescents, demonstrating that girls are more likely than boys to engage in ruminative responses style (Bastin et al, 2014;Burwell & Shirk, 2007;Lopez et al, 2009;Mezulis et al, 2011;Muris et al, 2004;Rood et al, 2009;Verstraeten et al, 2010;Ziegert & Kistner, 2002).…”

Section: Discussionsupporting

confidence: 92%

Rumination in Adolescence: the Distinctive Impact of Brooding and Reflection on Psychopathology

2016

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Rumination has a crucial role in the onset, severity and maintenance of depression in adolescent and adult populations. The Ruminative Responses Scale (RRS) is the most widely self-report instrument used to assess individual differences in the tendency to engage in ruminative responses style. This paper aims to test the factor structure of the 10-item RRS and the gender-based measurement invariance, in a community sample of adolescents, using a Confirmatory Factor Analysis. Participants were 542 adolescents (53% females) with a mean age of 14 years old (SEM) showed that brooding is significantly and strongly associated with internalizing symptoms (p < .001). Female adolescents reported more levels of rumination than male adolescents. Overall, these findings support the usefulness of the Portuguese version of RRS and suggest that this short version is an economical, valid and reliable measure to assess ruminative response styles in adolescence.

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Section: Discussionsupporting

confidence: 92%

Rumination in Adolescence: the Distinctive Impact of Brooding and Reflection on Psychopathology

2016

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“…In accordance with several other authors (e.g. Muris, Roelofs, Meesters, & Boomsma, 2004;Segerstrom, Tsao, Alden, & Craske, 2000; Running head: PERSISTENT NEGATIVE THOUGHT AND COGNITIVE CONTROL 4 Moulds, & Mackintosh, 2005), we assume that worrying and rumination are similar cognitive processes described in a different research context. We will therefore use the term persistent negative thinking, with reference to both worrying and rumination.…”

Section: Introductionsupporting

confidence: 79%

Worrying and rumination are both associated with reduced cognitive control

Beckwé

Deroost

Koster

et al. 2013

Psychological Research

115

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Persistent negative thought is a hallmark feature of both major depressive disorder and generalized anxiety disorder. Despite its clinical significance, little is known about the underlying mechanisms of persistent negative thought. Recent studies suggest that reduced cognitive control might be an explanatory factor. We investigated the association between persistent negative thought and switching between internal representations in working memory, using the Internal Shift Task (IST). The IST was administered to a group of undergraduates, classified as high-ruminators versus low-ruminators, or highworriers versus low-worriers. Results showed that high-ruminators and high-worriers have more difficulties to switch between internal representations in working memory as opposed to low-ruminators and low-worriers. Importantly, results were only significant when the negative stimuli used in the IST reflected personally relevant worry-themes for the participants. The results of this study indicate that rumination and worrying are both associated with reduced cognitive control for verbal information that is personally relevant.

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“…Bien que les erreurs cognitives varient d'un trouble à l'autre, la présence de biais cognitifs joue un rôle dans le maintien de l'anxiété tout comme de la dépression (Muris, Roelofs et Meesters, 2004). L'étude de Muris et ses collègues (2004) a démontré que les ruminations et les inquiétudes étaient à la fois présentes chez les adolescents anxieux et chez les dépressifs.…”

Section: Distorsions Cognitivesunclassified

“…Aucune étude à notre connaissance n'a mesuré la présence de ces variables précisément en lien avec le développement d'un trouble dépressif chez un groupe d'élèves anxieux au début de l'adolescence. Par contre, quelques études ont démontré que l'inquiétude et les ruminations étaient corrélées entre elles et se retrouvaient à la fois chez les adolescents anxieux et dépressifs (Muris et al, 2004). Ainsi, d'autres études seraient nécessaires pour comprendre plus précisément le rôle des distorsions cognitives reliées au développement de la dépression chez les élèves anxieux.…”

Section: Distorsions Cognitives Et Dépressionunclassified

La relation temporelle entre l’anxiété et la dépression dans le contexte de la transition primaire-secondaire

Richard

Marcotte

2014

smq

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Cette étude longitudinale s’intéresse à la relation temporelle entre l’anxiété et la dépression en contexte de la transition primaire-secondaire, en examinant si la présence d’un trouble anxieux en sixième année (temps 1), soit à l’âge de 11-12 ans, augmente le risque que se développe un trouble dépressif deux ans plus tard, soit en deuxième secondaire (temps 2). Un échantillon de 146 élèves, soit 62 filles et 84 garçons (moyenne d’âge 11,22 ans) qui ont participé à cette étude. Les résultats révèlent une tendance entre la présence d’anxiété en sixième année et le développement d’un trouble dépressif en deuxième secondaire, et ce, chez les filles seulement. La présence de distorsions cognitives distingue les groupes sur le plan transversal seulement. L’analyse longitudinale s’avère non significative entre la présence de distorsions cognitives chez les élèves anxieux du temps 1 et le développement d’un trouble dépressif au temps 2. En sixième année, les élèves anxieux présentent déjà des distorsions cognitives associées à la dépression, alors que les élèves concomitants de deuxième secondaire se distinguent des élèves anxieux par la présence de distorsions cognitives de dépendance. Ces résultats démontrent l’importance d’intervenir tôt chez les élèves qui présentent un trouble anxieux et plus spécifiquement chez les filles, qui se révèlent être plus vulnérables pour ce qui est du développement de la dépression au début de l’adolescence.Depression and anxiety are among the most prevalent disorders in the adolescent population. An increase of the prevalence of these disorders is taking place during adolescence, this developmental period being experienced in synchronicity with the high school transition. Also, some studies suggested the existence of a developmental trend between the onset of anxiety and depression. This longitudinal study explored the temporal relationship between anxiety and depression during the transition from primary to high school. Goals: first, this study examined whether the presence of anxiety in grade 6 (Time 1) increases the risk of depression in grade 8 (Time 2). Then a subgroup of comorbid students, who presented anxiety and depression, was compared with a subgroup of anxious ones on the presence of cognitive distortions. It was assessed whether cognitive distortions in the anxious group in Time 1 influenced the development of comorbidity between anxiety and depression in Time 2. Method: 146 students from 12 public schools, 62 girls and 84 boys (mean = 11.22 years) participated in this study. This sub sample was drowned from a larger sample of 499 students, in a 9 years longitudinal study (2003-2012). Participants completed the questionnaire and were met for an interview at the beginning of each school year. Parents consent was obtained. In Time 1, students were divided into two subgroups, anxious and non-anxious students. At time 2, two subgroups of students were constituted, either anxious or comorbid anxious and depressed students. Depression was controlled at time 1.The Dominic Intera...

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Rumination and Worry in Nonclinical Adolescents

Cited by 185 publications

References 50 publications

Rumination in Adolescence: the Distinctive Impact of Brooding and Reflection on Psychopathology

Rumination in Adolescence: the Distinctive Impact of Brooding and Reflection on Psychopathology

Worrying and rumination are both associated with reduced cognitive control

La relation temporelle entre l’anxiété et la dépression dans le contexte de la transition primaire-secondaire

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