Cognitive reactivity among high‐risk individuals at the first and recurrent episode of depression symptomology: A structural equation modelling analysis

Abstract

Understanding the particular mechanisms by which vulnerability and capability factors influence cognitive reactivity (CR) can contribute to an enhanced capacity to adequately react to depression. However, few studies have explored the CR model. The main aim of the present study was to develop a model that specifies the predictive effects of CR for depression among individuals at high risk for first‐episode and recurrent depression. A national cross‐sectional, online study using convenience sampling was conducted among 587 vulnerable healthy individuals and 224 depressed patients in China. A battery of indices, including measures of CR, social support, resilience, self‐compassion, life events, neuroticism, sleep condition, and negative emotion, were collected. A structural equation model was applied to analyse the data. The final first‐episode and recurrent depressive symptoms of the CR models showed good model fit. According to the models, 45%–52% of the variance in depressive symptom was predicted by CR. Social support, self‐compassion, resilience, and positive life events directly influenced CR, with β values ranging from −0.18 to −0.24 (P < 0.01). Neuroticism, negative emotion, poor sleep conditions, and negative life events also directly and positively influenced CR (P < 0.01). The relationship between these negative or positive contributing factors and depression was also indirectly influenced by CR (P < 0.01). Our findings demonstrate the role of CR in the prevention and treatment of depression. The first‐episode and recurrent depressive symptoms of the CR models considering both vulnerabilities and capabilities of CR in the psychopathology of depression provide a theoretical basis for interventions that reduce CR in high‐risk populations.

Supporting routine cognitive reactivity assessment during the perinatal period: psychometric testing of the Chinese version of the Leiden Index of Depression Sensitivity

“…In our study, the LEIDS-RR-CV showed a Cronbach’s alpha, ICC, and marginal reliability with values > 0.7, indicating satisfactory internal consistency and temporal stability. Further, through CFA, we confirmed that a five-factor structure provided a good fit to the data and that all items were significantly loaded to the expected potential factors, similar to the results of the original version of the scale [ 21 ] and those of the Chinese version, which was validated among undergraduate students and women in remission from depression [ 23 , 29 ]. However, our results differ from those of the Spanish version of the LEIDS-RR, which presented a four-factor model [ 22 ], and the Persian version, which involved a sample of patients with depression from the general population and showed a six-factor model [ 15 ].…”

Measuring resilience for Chinese-speaking populations: a systematic review of Chinese resilience scales

“…RTSCA’s five-factor structure was confirmed in one sample ( Liang and Cheng, 2012 ) and was replicated in Li et al (2017) . Wang et al (2010) conducted an EFA to explore CD-RISC-10’s one-factor structure, which was then verified by Cheng et al (2020) through CFA and in the case of RS-14, Tian and Hong (2013) reported two factors through EFA, which were verified in later structural equation modeling (SEM) analyses (e.g., Huang et al, 2020 ). Therefore, these measures were rated highest (i.e., “2”) for the factor structure criterion.…”

The Positioning of Mental Health Education in Social Work under the Healthy China Strategy

“…Developmental education mainly refers to the process of psychological counseling personnel on the basis of understanding the general laws of individual psychological development, giving certain education and counseling for the tasks faced by people at different stages so as to properly solve their psychological contradictions and give full play to their psychological potential, so as to promote the smooth development of their physical and mental health. This is a kind of routine, preventive, and improving education; the object of education is the normal development of the people [ 7 , 9 ].…”