When does the Gender Difference in Rumination Begin? Gender and Age Differences in the Use of Rumination by Adolescents

Does Brooding Rumination Moderate the Stress to Depression Relationship Similarly for Chinese and New Zealand Adolescents?

“…Jose and Brown (2008) investigated whether ruminative coping moderated the stress to depressive symptoms relationship in this sample of adolescents, but they did not find significant moderation. However, they used a general construct of rumination based on a measure by Nolen-Hoeksema et al (1993), which conflates three subtypes of rumination.…”

“…The sample of adolescents used in the present report has previously been examined, and several papers have resulted from these within-culture analyses (i.e., Jose & Brown, 2008;Jose & Ratcliffe, 2004;Jose & Schurer, 2010). Jose and Brown (2008) investigated whether ruminative coping moderated the stress to depressive symptoms relationship in this sample of adolescents, but they did not find significant moderation.…”

“…Her subsequent research (Nolen-Hoeksema, Larson, & Grayson, 1999) as well as related work by others (Broderick, 1998;Broderick & Korteland, 2004) has shown that females report higher levels of rumination, particularly brooding rumination, and rates of stress intensity and depressive symptomotology are also elevated relative to males. Jose and Brown (2008) has shown that the gender difference in rumination begins to occur at about age 13 in New Zealand. Commensurate research on the same variables in Asian countries is lacking, but it reasonable to surmise that a similar gender difference for rumination (and perhaps for stress intensity and depression as well) would be evidenced in collectivist countries.…”

Rumination as a Mediator and Moderator of the Relationship between Unpleasant Events and Unhappy Mood: A Daily Diary Study

“…Jose and Brown (2008) [11] and Michl et al (2013) [14] have proposed that the occurrence of stressful events could trigger an increased tendency to engage in ruminative thinking. [19,34].…”

Általános és középiskolai tanulók jóllétének pozitív pszichológiai aspektusa

“…Általában az érzelmek nem megfelelő kognitív szabályozása tekinthető ilyen passzív copingnak. Már említettem ennek tipikus formáját, a problémán való hasztalan, eredménytelen rágódást, amely elsősorban a lányokra jellemző (Hampel és Petermann, 2005;Hampel, 2007), és amely nagyban hajlamosít a depressziós tünetek kialakulására (Jose és Brown, 2008). A serdülőkori szorongásos tünetek varianciáját is jól magyarázzák az olyan passzív megküzdési formák, sikertelen érzelmi szabályozások, mint a problémán való rágódás, az önvád vagy a pozitív újrafókuszálás (Legerstee, Garnefski, Jellemsa, Verhulst, és Utens, 2010;Legerstee, Garnefski, Verhulst, és Utens, 2011).…”