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Abstract

The relationship between worry and 4 cognitive variables, intolerance of uncertainty, positive beliefs about worry, negative problem orientation, and cognitive avoidance, was examined in an adolescent sample of 528 boys and girls aged 14-18. The participants completed questionnaires assessing worry, somatic anxiety symptoms, and the variables mentioned above. The results show that (a) intolerance of uncertainty, positive beliefs about worry, and negative problem orientation each account for a significant amount of variance in adolescent worry scores in the multiple regression, and (b) the discriminant function derived from the 4 variables is effective in classifying moderate and high worriers into their respective groups (72.8% correct classification). Furthermore, analyses demonstrate that intolerance of uncertainty has the strongest association with worry scores and is the most important variable in discriminating between moderate and high adolescent worriers. These results suggest that intolerance of uncertainty plays a key role in our understanding of adolescent worry.

Prediction of Test Anxiety Based on Metacognitive Beliefs and Perfectionism

“…The metacognitive model of anxiety in adult populations has proved helpful in better understanding of the cognitive processes associated with pathological worry, and emerging research supports the downward extension of this model to understand worry in child and adolescent populations (Elis & Hudson, 2010). Laugesen et al (2003) reported that in a sample of school students aged 14 to 18 years, positive beliefs about worry increased as worry level rose. Barahmand (2008) conducted a study on school students aged 16 to 19 years and concluded that positive beliefs about worry were positively associated with worry and anxiety.…”

A culturally-sensitive cognitive model of worry in African American youth.

“…While our understanding of etiological mechanisms of worry in African American children remains limited, knowledge about the processes underlying worry development in non-Hispanic White populations has been consistently enhanced and may help inform our understanding of worry in African Americans (Laugesen et al, 2003). Research on the development of worry suggests that this process results from a dynamic, complex interplay of multiple factors over time (Kertz & Woodruff-Borden, 2011).…”

“…Given the largely cognitive, schematic nature of these effects, the proximal cognitive factors associated with worry development may be particularly susceptible to sociocultural influence. Indeed, empirically supported cognitive conceptual models of worry indicate cognitive factors that are associated to worry development and maintenance relate to perceptions of threat, one's distress, and one's ability to cope with perceived problems and distress Kertz & WoodruffBorden, 2011;Laugesen et al, 2003). In order to understand these cognitive models and how they may extend to African American children, the available literature of cognitive factors associated with worry will be reviewed.…”

“…In order to explain these processes, several cognitive models of worry have been developed. Although these theoretical models have been primarily formulated and tested in adults, a growing body of work has begun evaluating cognitive factors and models in younger populations (Fialko et al, 2013;Kertz & Woodruff-Borden, 2013;Laugesen et al, 2003). Despite these advancements, the burgeoning child literature has been limited by primarily relying upon direct-effect tests of single cognitive variables to worry outcomes.…”

“…While this empirical knowledge base remains underdeveloped compared to our understanding of causal and maintaining factors of worry in adults, burgeoning research provides preliminary support for the downward extension of adult models to youth. In particular, nascent work has predominately explored cognitive variables endemic to worry in children and adolescents (Cartwright-Hatton, 2006;Fialko, Bolten, & Perrin, 2012;Kertz & Woodruff-Borden, 2013;Laugesen, Dugas, & Bukowski, 2003).…”