The Relationship Between Parenting Style, Cognitive Style, and Anxiety and Depression: Does Increased Early Adversity Influence Symptom Severity Through the Mediating Role of Cognitive Style?

McGinn, Lata K.; Cukor, Daniel; Sanderson, William C.

doi:10.1007/s10608-005-3166-1

Cited by 108 publications

(94 citation statements)

References 65 publications

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“…It is a relatively new instrument. Shah and Waller (40) published preliminary norms for a depressed group, and it has been used in depressed populations (41) as well as with people with an abuse history (42). Schmidt et al (43) showed that its primary scales possess adequate test-retest reliability and internal consistency, with the majority of the proposed scales being replicated by factor analysis.…”

Section: Methodsmentioning

confidence: 99%

Depression and Anxiety in Urban Hemodialysis Patients

Cukor

Coplan

Brown

et al. 2007

Clinical Journal of the American Society of Nephrology

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252

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Depression is well established as a prevalent mental health problem for people with ESRD and is associated with morbidity and mortality. However, depression in this population remains difficult to assess and is undertreated. Current estimates suggest a 20 to 30% prevalence of depression that meets diagnostic criteria in this population. The extent of other psychopathology in patients with ESRD is largely unknown. The aim of this study was to expand the research on psychiatric complications of ESRD and examine the prevalence of a broad range of psychopathology in an urban hemodialysis center and their impact on quality of life. With the use of a clinician-administered semistructured interview in this randomly selected sample of 70 predominately black patients, >70% were found to have a psychiatric diagnosis. Twenty-nine percent had a current depressive disorder: 20% had major depression, and 9% had a diagnosis of dysthymia or depression not otherwise specified. Twenty-seven percent had a current major anxiety disorder. A current substance abuse diagnosis was found in 19%, and 10% had a psychotic disorder. The mean Beck Depression Inventory score was 12.1 ؎ 9.8. Only 13% reported being in current treatment by a mental health provider, and only 5% reported being prescribed psychiatric medication by their physician. A total of 7.1% had compound depression or depression coexistent with another psychiatric disorder. The construct of depression was also disentangled from the somatic effects of poor medical health by demonstrating a unique relationship between depressive affect and depression diagnosis, independent of health status. This study also suggests the utility of cognitive variables as a meaningful way of understanding the differences between patients who have ESRD with clinical depression or other diagnoses and those who have no psychiatric comorbidity. The findings of both concurrent and isolated anxiety suggest that the prevalence of psychopathology in patients with ESRD might be higher than previously expected, and the disorders may need to be treated independently. In addition, the data suggest that cognitive behavioral therapeutic techniques may be especially advantageous in this population of patients who are treated with many medications.

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Section: Methodsmentioning

confidence: 99%

Depression and Anxiety in Urban Hemodialysis Patients

Cukor

Coplan

Brown

et al. 2007

Clinical Journal of the American Society of Nephrology

Self Cite

252

202

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“…For example, future studies may examine the influence of other early experiences, such as parental over-control and over-protection or other adverse and uncontrollable events, on the development of distal beliefs and ultimate panic. Prior research, for example, has found a link between low warmth and over-controlling parenting style, cognitive style, and anxiety (McGinn et al 2005). Examining the impact of various childhood experiences on the development of both distal and proximal cognitions, and ultimately panic, would also provide greater confirmation for the various theoretical models encompassed within the unified model of panic.…”

Section: Discussionmentioning

confidence: 95%

“…A large body of research has demonstrated the importance and implications of cognitive vulnerability in the field of depression and other mood disorders (e.g., Abramson et al 2002;Beck 1964Beck , 1987Calvete et al 2013;Cukor and McGinn 2006;Hamilton et al 2013;Ingram et al 1998;McGinn et al 2005). Research has also been conducted to investigate cognitive vulnerability factors in the etiology and maintenance of anxiety disorders (e.g., McGinn et al 2005McGinn et al , 2010Riskind and Williams 2005;Riskind et al 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Research has also been conducted to investigate cognitive vulnerability factors in the etiology and maintenance of anxiety disorders (e.g., McGinn et al 2005McGinn et al , 2010Riskind and Williams 2005;Riskind et al 2013). Emerging research has focused on testing specific cognitive vulnerability models of panic disorder (PD; e.g., Bentley et al 2013;Gregor and Zvolensky 2008;Li and Zinbarg 2007;Schmidt et al 2006Schmidt et al , 2010Teachman 2005) although some previous studies examining specificity have failed to observe a link between panic disorder patients and individuals with other anxiety disorders (Hofmann et al 2000).…”

Section: Introductionmentioning

confidence: 99%

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The Role of Early Experience and Cognitive Vulnerability: Presenting a Unified Model of the Etiology of Panic

et al. 2015

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Cognitive vulnerability models have been developed to explicate the etiology of panic and other anxiety disorders. This study takes a step forward by presenting a unified vulnerability model that incorporates a continuum of proximal and distal factors involved in the etiology of panic. The present study tested distal elements of the model, including childhood histories of vicarious and instrumental learning, and cognitive constructs such as anxiety sensitivity and perceived control. Our study found that parental modeling of the dangerousness of anxiety symptoms accounted for more model variance than from direct experiences with arousal-reactive symptoms or from parental reinforcement of the child's own sick role behavior when experiencing arousal reactive symptoms. We found that parental modeling independently predicted model variance even when perceived control was included in the model. Our results indicated that low perceived anxiety control and anxiety about bodily symptoms uniquely accounted for variance in the model. Our findings add to the growing body of research and suggest that anxiety about bodily symptoms and low perceived control together may interact to create a stronger distal vulnerability construct for panic than either construct alone in individuals whose childhood caregivers may have modeled fear of anxiety symptoms. The results of this study provide support for the inclusion of distal factors in unified cognitive vulnerability models of panic disorder as well as for future prospective research of these constructs.

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“…Ginsburg and Bronstein, 1993;Gottfried et al, 1994;Kellan, 2000;Hoang, 2007; Umo, 2013 H6: Family characteristic positively affects intellectual characteristic of students. Dombusch et al, 1987;McGinn et al, 2005;Houtenville and Conway, 2008;Akinsola, 2011;Wang, 2014 H7: Psychological characteristic positively affects HOTS. Richmond and Serna, 1980;Amabile et al, 1990;Moneta and Siu, 2002;Pannells and Claxton, 2008;Lather et al, 2014 H8: Intellectual characteristic positively affect HOTS.…”

Section: Inclusion Criteriamentioning

confidence: 99%

Factors affecting higher order thinking skills of students: A meta-analytic structural equation modeling study

Budsankom¹,

Sawangboon²,

Damrongpanit³

et al. 2015

Educ. Res. Rev.

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The purpose of the research is to develop and identify the validity of factors affecting higher order thinking skills (HOTS) of students. The thinking skills can be divided into three types: analytical, critical, and creative thinking. This analysis is done by applying the meta-analytic structural equation modeling (MASEM) based on a database of 166 primary empirical studies. The research results assert the theories and bring conceptual and empirical clarity to the factors affecting HOTS of students and also give readers an understanding of the magnitude and significance of relationships among the variables in the model. MASEM results confirm that classroom environment, psychological and intellectual characteristics of students have direct effects on HOTS (96.8% explained variance). Whereas, the family characteristic had insignificant effects on HOTS but they had indirect effects on HOTS through psychological characteristic. Furthermore, we show that the most direct effects on HOTS were psychological characteristic, classroom environment and intellectual characteristic, respectively. This study provided a holistic view on the relationship of factors affecting HOTS and proposed a direction for future research and practice.Key words: Higher order thinking skills, meta-analytic structural equation modeling, classroom environment, family characteristic, psychological characteristic, intellectual characteristic. INTRODUCTIONHigher Order Thinking Skills (HOTS) is a thinking process, which consists of complicated procedures and needs to be based on various skills such as analysis, synthesis, comparison, inference, interpretation, assessment, and inductive and deductive reasoning to be employed to solve unfamiliar problems (Smith, 1992;Zohar and Dori, 2003). The characteristics of students with HOTS are open-mindedness for risk-taking, curiosity, keen on fact discovery, planning and indicating the most suitable method, have a systems thinking process, think carefully, use evidence to think rationally and frequent self-monitoring (Shari et al., 1993). The students with HOTS are able to create new knowledge and make appropriate and logical decisions. Information and technology advancement greatly influences the current society. Consequently, learning management must be adapted to the current situation/society and focus on improving HOTS of students.There are many concepts of HOTS applied to the educational development of students and these concepts have been studied for years and used for teaching and learning in the classroom and the research of factors contributing to students' HOTS development (Noble and Powell, 1995;Rajendran, 2001;O'Tuel and Bullard, 2001;Marshall , Robert and Horton, 2011;Magno, 2011;Fischer et al., 2011;Kondak and Ayden, 2013). Within the thinking process literature, there are many factors affecting HOTS: classroom environment, family characteristic, psychological characteristic, and intelligence (Horan, 2007;Silvia, 2008;Pannells and Claxton, 2008;Lim and Smith, 2008;Chini et al., 2009;Pascarella ...

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The Relationship Between Parenting Style, Cognitive Style, and Anxiety and Depression: Does Increased Early Adversity Influence Symptom Severity Through the Mediating Role of Cognitive Style?

Cited by 108 publications

References 65 publications

Depression and Anxiety in Urban Hemodialysis Patients

Depression and Anxiety in Urban Hemodialysis Patients

The Role of Early Experience and Cognitive Vulnerability: Presenting a Unified Model of the Etiology of Panic

Factors affecting higher order thinking skills of students: A meta-analytic structural equation modeling study

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