The Metacognitive Model of Generalized Anxiety Disorder in Children and Adolescents

Ellis, Danielle; Hudson, Jennifer L.

doi:10.1007/s10567-010-0065-0

Cited by 84 publications

(58 citation statements)

References 62 publications

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“…In addition, a group of researchers revealed that there is a significant relationship between biased attention and negative thought in one hand and early maladaptive schemas in the other hand. In the present study, the students with social phobia got a lower score comparing the student with no psy- (29)(30)(31). They have mentioned that metacognitive aspects such as positive beliefs about worriedness and low cognitive trust can be the causative agents of social phobia.…”

Section: Discussionmentioning

confidence: 48%

Comparison of Early Maladaptive Schemas and Metacognitive Beliefs between the Students with Social Phobia and the ones with no Psychiatric Problems

Mohammadi

Beige

2017

Razavi Int J Med

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Background: Researchers believe that the early maladaptive schemas act as refiners to approve the childhood's experiences and will lead to some clinical symptoms like anxiety, depression, phobia, personality disorders, alcohol abuse, overeating or stomach ulcers. Objectives: The present study was carried out with the purpose of comparing early maladaptive schemas and metacognitive beliefs between the students with social phobia and the ones with no psychiatric problems in the universities of Tehran. Methods: The statistical population included all the patients referred to the therapeutic, psychiatric, psychological and consultative centers of Tehran in 2015. The causal-comparative methodology was employed and 60 students with social phobia and 60 students with no psychiatric problems were selected as the samples of the study using the convenience (targeted) sampling method. Young schema questionnaire, Conover metacognitive beliefs and social phobia were employed for data collection. The research data were analyzed using multivariable analysis of variance (MANOVA) test. Results:The obtained results showed that there was a significant difference between the students with social phobia and the ones with no psychiatric problems in terms of early maladaptive schemas and metacognitive beliefs (P < 0.01). Conclusions: It can be stated that the early maladaptive schemas have been less inefficient among the students with social phobia.

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Section: Discussionmentioning

confidence: 48%

Comparison of Early Maladaptive Schemas and Metacognitive Beliefs between the Students with Social Phobia and the ones with no Psychiatric Problems

Mohammadi

Beige

2017

Razavi Int J Med

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“…This argument is not new-others have argued for control beliefs as a key factor in the development of anxiety (Chorpita & Barlow, 1998). Indeed, metacognitive accounts of pathological worry suggest that beliefs about the negative consequences of worry (including the belief that worry is uncontrollable, e.g., "it is impossible to stop myself from worrying") are associated with greater worry and anxiety (Ellis & Hudson, 2010). However, that control beliefs played such a key role in the context of other important anxiety-related risk factors warrants particular attention.…”

Section: Discussionmentioning

confidence: 99%

Cumulative versus Multiple-Risk Models in the Prediction of Anxiety Symptoms

Viana

Gratz

Rabian

2011

Journal of Experimental Psychopathology

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The present study aimed to advance understanding of the cumulative and incremental influences of anxiety sensitivity, behavioral inhibition, and interpretive and judgment biases on anxiety outcomes in a large sample of emerging adults (N = 862; mean age = 18.75 years, SD = 1.04). Participants completed a battery of questionnaires assessing the constructs of interest and cumulative-and multiple-risk models were tested. Linear, hierarchical regression analyses showed that cumulative-and multiple-risk models significantly predicted anxiety outcomes, although the statistical prediction offered by the latter model was superior. Additionally, variability in each risk factor significantly predicted anxiety outcomes after controlling for the total number of risks, supporting the value of the severity of risk to the prediction of anxiety outcomes. Findings, implications for intervention, and limitations are discussed.

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“…This included the belief that worry both helps to solve problems and avoid the worst. There is mixed evidence for the hypothesis that positive beliefs about worry are normal in young people with and without pathological worry (Ellis & Hudson, 2010). Wells (1995Wells ( , 2009 suggested that activation of negative beliefs about the uncontrollability and danger of worry would uniquely contribute to the development and maintenance of pathological worry in anxiety.…”

Section: Introductionmentioning

confidence: 99%

“…In contrast, Bacow et al (2009) reported that there were no significant differences between clinically anxious and non-clinical participants with regard to negative beliefs about worry. It is only through ongoing research that our understanding of worry can be further advanced in child and adolescent populations (Ellis & Hudson, 2010).…”

Section: Introductionmentioning

confidence: 99%

Prediction of Test Anxiety Based on Metacognitive Beliefs and Perfectionism

Tamannaeifar

Abdolmaleki

2017

PCP

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Objective:The purpose of the present study was to investigate the association of metacognitive beliefs and perfectionism with test anxiety among students. Methods:The present study was a cross sectional research. Study population comprised all male and female students of Kermanshah City. A total of 440 students (200 males and 240 females, aged 17-18 years) in the third or fourth grade of Kermanshah high schools (academic year 2015-2016) were selected by random cluster sampling method. The data were collected using test anxiety inventory, metacognitions questionnaire, and multidimensional perfectionism scale. For analyzing the data, we used analysis of regression method.Results: There were significant positive correlations between the test anxiety with cognitive confidence (r = 0.29, P < 0.01), positive beliefs (r = 0.10, P < 0.05), cognitive self-consciousness (r = 0.35, P < 0.01), uncontrollability and danger of thoughts (r = 0.45, P < 0.01), and need to control thoughts (r = 0.16, P < 0.05). Also, there was significant positive correlations between test anxiety with concern over mistakes (r = 0.36, P < 0.01), doubts about actions (r = 0.41, P < 0.01), parental expectations (r = 0.23, P < 0.01), parental criticism (r = 0.33, P < 0.01), personal standards (r = 0.40, P < 0.01) and organization (r = 0.16, P < 0.05). Moreover, analysis of regression indicated metacognitive beliefs and perfectionism are predictors of test anxiety. Conclusion:Results of this study support the metacognitive model of test anxiety and showed that people's metacognitive beliefs have important role in test anxiety. Also, results indicated perfectionist individuals are vulnerable for test anxiety.

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The Metacognitive Model of Generalized Anxiety Disorder in Children and Adolescents

Cited by 84 publications

References 62 publications

Comparison of Early Maladaptive Schemas and Metacognitive Beliefs between the Students with Social Phobia and the ones with no Psychiatric Problems

Comparison of Early Maladaptive Schemas and Metacognitive Beliefs between the Students with Social Phobia and the ones with no Psychiatric Problems

Cumulative versus Multiple-Risk Models in the Prediction of Anxiety Symptoms

Prediction of Test Anxiety Based on Metacognitive Beliefs and Perfectionism

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