This study examined factorial invariance, structured means, and association with negative mood of adult attachment across 4 ethnic groups. Online survey data (
N
= 831) were collected from African ...American, Asian American, Hispanic American, and Caucasian college students. Results indicated that the factor structure of the Experiences in Close Relationship Scale did not vary across the 4 groups. Asian Americans and perhaps also (
p
=.051) Hispanic Americans reported greater attachment anxiety, whereas African Americans and Asian Americans reported greater attachment avoidance than did their Caucasian peers. Attachment anxiety was significantly associated with negative mood in every group, although Asian Americans reported a stronger association than their African American and Caucasian peers. The magnitude of the association between attachment avoidance and negative mood was invariant across the groups.
Full text
Available for:
CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
This study used a longitudinal design to examine whether maladaptive perfectionism and ineffective coping served as 2 mediators of the relation between adult attachment and future depression. Data ...were collected from 372 undergraduates at 2 time points. Results indicated that (a) the impact of attachment on future depression was mediated through future maladaptive perfectionism and ineffective coping, (b) ineffective coping mediated the relation between maladaptive perfectionism and depression, and (c) maladaptive perfectionism and ineffective coping influenced each other at 1 point in time and across time, and, in turn, both variables contributed to depression. A bootstrap procedure was used to estimate the significance of these indirect effects. About 60% of the variance in future depression was explained in the final model. Future research, counseling implications, and limitations of the present study are discussed.
Full text
Available for:
CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
The purpose of this study was to develop and validate the Concerns about Counseling Racial Minority Clients (CCRMC) scale among counselor trainees. Sample 1 was used for an exploratory factor ...analysis and confirmatory factor analysis. Four factors were identified, Managing Cultural Differences (α = .82), Offending or Hurting Clients (α = .87), Biased Thoughts and Behaviors (α = .81), and Client Perceptions (α = .77). The coefficient alpha for the CCRMC was .90. The results support the validity of the scale. The scores on the CCRMC and its subscales have positive associations with fear of negative evaluation from others (r = .19 to .40) and negative associations with general counseling self-efficacy (r = −.30 to −.46) and multicultural intervention self-efficacy (r = −.30 to −.64). The CCRMC significantly predicted fear of negative evaluation, session management self-efficacy, and multicultural intervention self-efficacy over and above multicultural social desirability. The validity evidence was not different between White and minority graduate trainees. In Sample 2, the estimated 1-week test-retest reliabilities ranged from .75 to .96 for the CCRMC and its four subscales.
Full text
Available for:
CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
The purpose of this study was to determine whether the Big Five personality factors, measured by the NEO Personality Inventory Five-Factor Inventory (
Costa & McCrae, 1992
), and vocational ...confidence across Holland's hexagon, measured by the Skills Confidence Inventory (SCI;
Betz, Borgen, & Harmon, 2005
), were useful in discriminating among educational majors and career aspirations for 312 Taiwanese university students. The Big Five and confidence, in combination, significantly differentiated among 4 college majors and 7 career aspirations in a Taiwanese university sample. Big Five Agreeableness and SCI Realistic, Investigative, and Conventional confidence emerged as most salient in the discrimination. Differences by sex, major, and career aspiration were mostly consistent with social cognitive career theory, Holland's theory, and prior U.S. research.
Full text
Available for:
CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
The present study developed and examined a conceptual model of working through self-defeating patterns. Participants were 390 college students at a large midwestern university. Results indicated that ...self-defeating patterns mediated the relations between attachment and distress. Also, self-esteem mediated the link between self-defeating patterns and depression, whereas social self-efficacy mediated the association between self-defeating patterns and interpersonal distress. A total of 33% of the variance in self-defeating patterns was explained by attachment anxiety and avoidance; 39% of the variance in self-esteem and 13% of the variance in social self-efficacy were explained by self-defeating patterns and/or attachment anxiety; 50% of the variance in depression was explained by attachment anxiety, self-defeating patterns, and self-esteem; 45% of the variance in interpersonal distress was explained by attachment anxiety and avoidance, self-defeating patterns, and social self-efficacy.
Full text
Available for:
CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
Attachment working models of self and others may govern adults' preferences for internal vs. external sources of reassurance, which, if unavailable, lead to depressive symptoms. This study examined a ...model in which the link between depressive symptoms and attachment anxiety is mediated by (a) capacity for self-reinforcement and (b) need for reassurance from others, whereas the link between depressive symptoms and attachment avoidance is mediated only by the capacity for self-reinforcement. Analysis of survey data from 425 undergraduates indicated that both capacity for self-reinforcement and need for reassurance from others partially mediated the link between attachment anxiety and depression. Capacity for self-reinforcement fully mediated the link between attachment avoidance and depression. Moreover, 54% of the variance in depressive symptoms was explained by attachment anxiety, self-reinforcement, and need for reassurance from others.
Full text
Available for:
CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
Objectives
This study examined the effects of experiential self‐focus writing on changes in psychological outcomes (i.e., unforgiveness and negative affect) after an interpersonal hurt and the ...buffering effects of experiential self‐focus writing on the association between anger rumination and these psychological outcomes.
Design
A sample of 182 college students who had experienced interpersonal hurt were randomly assigned to either the experiential self‐focus writing condition, in which participants wrote about their feelings and experiences related to the hurt, or to a control writing condition in which they wrote about a recent neutral event.
Results
Latent growth curve analyses indicated that changes in unforgiveness over time did not differ between the experiential self‐focus writing and the control writing conditions. However, relative to the control writing condition, negative affect decreased faster during writing and increased more slowly at follow‐ups in the experiential self‐focus writing condition.
Conclusions
The results supported the hypothesis that negative affect resulting from an interpersonal hurt would significantly decrease over time among participants in the experiential self‐focus writing group compared with the control group. Implications of experiential self‐focus writing for interpersonal hurt and directions for future studies are discussed.
Full text
Available for:
BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
Informed by the interaction of person-affect-cognition-execution (I-PACE) theory, the present studies examined the association between peer rejection, peer popularity, and social media addiction ...(SMA) at both between-person and within-person levels. Two distinct processes, the fear-driven/compensation-seeking process and the reward-driven process were explored. In Study 1, using a cross-sectional sample of high school students ( N = 318), both processes were supported via different cognitive mediators. Support for the fear-driven/compensation-seeking process was demonstrated by finding that avoidance expectancy was a significant cognitive mediator between peer-nominated rejection and SMA. In turn, the reward-driven process was supported by the significant mediation of reward expectancy between peer-nominated popularity and SMA. In Study 2, using ecological momentary assessment with college students ( N = 54), we found the fear-driven/compensation-seeking process partially supported through both between-person and within-person mediations. Specifically, negative affect and social media craving were two affective mediators that linked peer rejection and addictive social media use behaviors. On the other hand, the reward-driven process was predominantly supported by within-person mediations, in which positive affect and social media craving were found to be mediators of the relationship between peer popularity and addictive social media use behaviors. The results underscore that adolescents experiencing rejection tend to use social media to avoid negative feelings and compensate for interpersonal deficits, while adolescents experiencing popularity tend to use social media to maintain positive feelings and gain social rewards. Implications for the assessment, case formulation, and treatment of SMA in counseling practice are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
Full text
Available for:
CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
This short-term longitudinal study applied Joiner's (2005) Interpersonal-Psychological Theory of Suicide to Asian Americans' experiences with depression. Interpersonal shame (i.e., the experience of ...inadequacy arising from interpersonal concerns) was hypothesized to mediate the effects of (a) thwarted belongingness and (b) perceived burdensomeness on future depression. Furthermore, the positive associations between (a) thwarted belongingness and (b) perceived burdensomeness on future depression were hypothesized to vary depending on students' experiences with perfectionistic family discrepancy (PFD; their perceived gap between their actual performance and what their parents expect of them). A total of 605 Asian Americans attending predominantly White, Midwestern universities completed 3 online surveys. Conditional process modeling via Hayes's (2013) PROCESS was used to analyze the data. Results demonstrated that (a) thwarted belongingness and (b) perceived burdensomeness contributed to higher interpersonal shame, which influenced students' future depression. Furthermore, the effect of thwarted belongingness on future depression was significantly positive for those with PFD levels greater than the 12th percentile, after taking into account students' initial level of depression. The effect of perceived burdensomeness on future depression was not significant for those with PFD levels greater than the 3.5th percentile. This study identified that students with perfectionistic family discrepancy may be at higher risk for depression while experiencing thwarted belongingness. Overall, findings supported using Joiner's (2005) theory to understand Asian American students' risk for future depression. Future studies may gather data across Asian American students' years in college. Counselors can apply these findings to increase students' awareness about possible risk factors for depression.
Public Significance Statement
This study suggests that Asian Americans who lack a sense of belonging and believe they burden others may experience higher levels of interpersonal shame (i.e., concerns about others' negative evaluation of them or bringing shame to their family), which may put them at risk for future depression. Furthermore, students perceiving discrepancy between their actual performance and what their parents expect of them may intensify the negative impact of lacking belongingness on future depression.
Full text
Available for:
CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
This cross-sectional study applied Berry (1997, 2006) Stress and Coping Framework of Acculturation to Chinese international students to understand their mental distress and contributing factors. ...Maladaptive perfectionism (i.e., the failure to meet one's standards for performance) was hypothesized to mediate the effect of acculturation stress on anxiety and depression. Furthermore, the positive associations between acculturation stress and depression and anxiety were hypothesized to vary depending on students' mindfulness levels (i.e., nonjudgmentally paying attention in the present moment). A total of 167 Chinese international students attending a predominantly White, Midwestern University completed an online survey. Conditional process modeling via Hayes (2013) PROCESS was used to analyze the data. The results demonstrated that acculturation stress was positively associated with higher maladaptive perfectionism, which in turn was positively associated with depression and anxiety. Furthermore, the effect of acculturation stress on depression was significant for those with mindfulness levels lower than the 95th percentile. The effect of acculturation stress on anxiety was significant for those with mindfulness levels lower than the 95th percentile. This study identified that students with lower mindfulness levels may be at higher risk for depression and anxiety while experiencing acculturation stress. Overall, findings supported using Berry (1997, 2006) theory to understand Chinese international students' risk for mental distress. Counselors can apply these findings to increase students' awareness about possible risk and protective factors for depression and anxiety.
What is the public significance of this article?
This study suggests that in the face of acculturation stress (e.g., social isolation, academic pressure, guilt toward family, perceived discrimination, and language insufficiency), Chinese international students may struggle with maladaptive perfectionism, which could relate to psychological distress including depression and anxiety. We also found that students who have lower levels of mindfulness tend to be at higher risk for depression and anxiety while experiencing acculturation stress. Finally, findings suggest that mindfulness can be a personal resource that could buffer the positive associations between acculturation stress and depression and anxiety.
Full text
Available for:
CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
