Belonging, Burdensomeness, and Self-Compassion as Mediators of the Association Between Attachment and Depression

Øverup, Camilla S.; McLean, Erin; Brunson, Julie A.; Coffman, Amelia D.

doi:10.1521/jscp.2017.36.8.675

“…To do well academically, which is related to esteem needs, students need to ful l their social needs beforehand [29]. The present of such a void induces students to form self-criticism and feelings of unworthiness which contributed to the development of anxiety and depressive symptoms [23]. Øverup (2017) study also presented the importance of interpersonal needs, speci cally perceived belongingness and perceived burdensomeness in mediating the relationship between anxiety and depressive symptoms.…”

Section: Hmentioning

confidence: 99%

“…Their result suggested a negative association between the life satisfaction and anxiety. On another note, Boyraz et al [23] found signi cant association between authenticity, life satisfaction, and decreased distress.…”

Section: Introductionmentioning

confidence: 97%

Depression, Anxiety, Stress, and Satisfaction with Life: Moderating Role of Interpersonal Needs among University Students

Tan

¹

,

Khor

²

,

Ooi

³

2020

Preprint

1

0

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Background Depression, anxiety, and stress are ranked among the top mental health concerns faced by university students. The transition to higher education coincides with a new social environment and adaptation that has potential to increase mental health conditions. However, limited studies in Malaysia have examined the relationship among depression, anxiety, stress, and satisfaction with life with interpersonal needs. Thus, this study was performed to assess the relationship among depression, anxiety, stress, and satisfaction with life, with interpersonal needs (perceived burdensomeness and thwarted belongingness) as moderators. Method A cross-sectional study using convenient sampling method was conducted among 430 students (Mean aged= 20.73 years; SD = 1.26 years) in two private universities in Malaysia. A self-administered questionnaire comprising the Depression, Anxiety and Stress Scale (DASS-21), Satisfaction with Life Scale, and Interpersonal Needs Questionnaire were used. Results Students who experienced depression and anxiety reported higher satisfaction with life under the influenced of low perceived burdensomeness. Perceived burdensomeness, when coupled with depression (β = 0.76, p < 0.01) and anxiety (β = 0.79, p < 0.01), contributed 15.8% of variance in satisfaction with life. Students who experienced stress reported higher satisfaction with life under the influence of high thwarted belonginess (β = 0.73, p < 0.01), contributing 17.0% of variance in satisfaction with life. Conclusions For university students who experienced depression and anxiety symptoms, mental health practitioners, researchers, and teaching staff may need to be aware and educate the students on how to reduce and manage their perceptions on perceived burdensomeness. For university students who experienced stress symptoms, the focus shall not be solely on managing perception towards thwarted belonginess as it is not necessarily perceive as a negative ‘interpersonal need’ in this study. Future studies are required to substantiate this result.

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“…To do well academically, which is related to esteem needs, students need to ful l their social or belongingness needs beforehand [31]. Øverup (2017) study presented the importance of interpersonal needs, speci cally perceived belongingness and perceived burdensomeness in mediating the relationship between anxiety and depressive symptoms [21]. Perceived burdensomeness is an individual's mental state in which he or she perceives himself or herself as a burden to others.…”

Section: The Role Of Interpersonal Needs and Swlmentioning

confidence: 99%

“…Their result suggested a negative association between the life satisfaction and anxiety. On another note, Boyraz et al [21] found signi cant association between authenticity, life satisfaction, and decreased distress.…”

Section: Introductionmentioning

confidence: 97%

Depression, Anxiety, Stress, and Satisfaction with Life: Moderating Role of Interpersonal Needs among University Students

Tan

¹

,

Khor

²

,

Ooi

³

2020

Preprint

3

0

View full text Add to dashboard Cite

Background Depression, anxiety, and stress are ranked among the top mental health concerns faced by university students. The transition to higher education coincides with a new social environment and adaptation that has potential to increase mental health conditions. However, limited studies in Malaysia have examined the relationship among depression, anxiety, stress, and satisfaction with life with interpersonal needs. Thus, this study was performed to assess the relationship among depression, anxiety, stress, and satisfaction with life, with interpersonal needs (perceived burdensomeness and thwarted belongingness) as moderators. Method A cross-sectional study using convenient sampling method was conducted among 430 students (Mean aged= 20.73 years; SD = 1.26 years) in two private universities in Malaysia. A self-administered questionnaire comprising the Depression, Anxiety and Stress Scale (DASS-21), Satisfaction with Life Scale, and Interpersonal Needs Questionnaire were used. Results Students who experienced depression and anxiety reported higher satisfaction with life under the influenced of low perceived burdensomeness. Perceived burdensomeness, when coupled with depression (β = 0.76, p < 0.01) and anxiety (β = 0.79, p < 0.01), contributed 15.8% of variance in satisfaction with life. Students who experienced stress reported higher satisfaction with life under the influence of high thwarted belonginess (β = 0.73, p < 0.01), contributing 17.0% of variance in satisfaction with life. Conclusions For university students who experienced depression and anxiety symptoms, mental health practitioners, researchers, and teaching staff may need to be aware and educate the students on how to reduce and manage their perceptions on perceived burdensomeness. For university students who experienced stress symptoms, the focus shall not be solely on managing perception towards thwarted belonginess as it is not necessarily perceive as a negative ‘interpersonal need’ in this study. Future studies are required to substantiate this result.

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“…Taken together, it would appear that attachment anxiety reflects a negativity bias toward the availability of others, which may, in turn, cause individuals with higher attachment anxiety severity to be more susceptible to feeling left out. Moreover, as it relates to the aforementioned fundamental needs ostracism disrupts, prior research has shown attachment anxiety to be inversely related to self-esteem (Goodall, 2015 ), meaningful existence (Arriaga et al, 2014 ), sense of control (Han et al, 2017 ), and belonging (Øverup et al, 2017 ). Therefore, it would be expected that if attachment anxiety predicts how ostracized someone feels, it would also predict how an individual feels in these domains after being socially excluded.…”

Section: Introductionmentioning

confidence: 99%

Afraid of Social Exclusion: Fear of Missing Out Predicts Cyberball-Induced Ostracism

Holte

¹

,

Fisher

²

,

Ferraro

³

2022

J. technol. behav. sci.

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Although social exclusion violates the basic needs of sense of control, self-esteem, meaningful existence, and belongingness, it is unknown if fear of missing out (FoMO) or attachment anxiety contributes to one’s sense of ostracism and each of these basic needs. We aimed to identify if baseline scores in attachment anxiety and/or FoMO predict how excluded an individual feels after playing an online ball-tossing game designed to include or exclude them and if these constructs tap into basic needs that ostracism has shown to threaten. A sample of 193 young adults participated in this online study. After completing measures of demographics, FoMO, and attachment anxiety, each participant played Cyberball, a virtual ball-tossing game. Under the guise of playing with two other human participants, this paradigm consists of pre-programmed conditions of either inclusion, which entails receiving 10 of the total 30 ball tosses, or exclusion, which consists of receiving the ball only twice at the beginning of the game. Participants then completed post-measures of state ostracism, basic needs, and attention checks and were debriefed regarding the nature of the Cyberball game. We found that FoMO, but not attachment anxiety, predicted how ostracized one felt. Likewise, FoMO was inversely related to control, belongingness, and meaningful existence. Attachment anxiety did not predict any of the basic needs examined in the study. We conclude FoMO may be less about the experience one misses out on and more about the fear of being excluded. Future research is needed to evaluate if people experience increases in state FoMO while excluded and if baseline mood influences our findings.

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Belonging, Burdensomeness, and Self-Compassion as Mediators of the Association Between Attachment and Depression

Cited by 16 publications

References 60 publications

Depression, Anxiety, Stress, and Satisfaction with Life: Moderating Role of Interpersonal Needs among University Students

Depression, Anxiety, Stress, and Satisfaction with Life: Moderating Role of Interpersonal Needs among University Students

Depression, Anxiety, Stress, and Satisfaction with Life: Moderating Role of Interpersonal Needs among University Students

Afraid of Social Exclusion: Fear of Missing Out Predicts Cyberball-Induced Ostracism

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