Children's attributional style from middle childhood to early adolescence: Further validation of the paper-and-pencil versions of the children's attributional style interview

Hope is a Mediator Between Enhancing Attributional Style and Depressive Symptoms in Early Adolescence

This study added to understanding of the recovery model of depression in adolescents by testing whether hope mediates the link between enhancing attributional style (EAS) and depression using two independent samples. Study 1 used cross-sectional data from 378 students (51% female) in fifth through seventh grade students. Study 2 used data from 546 (50% female) seventh and eighth grade students at two time points: January and May within the same year. Cross-sectional analyses indicated that EAS indirectly predicted depression. Cross-sectional and prospective analyses indicated that stable attributions, in particular, were associated with lower levels of depression through higher levels of hope. Notably, contrary to expectations, global attributions consistently predicted higher levels of depression. Results suggest that hope mediates the association between attributional stability for positive events and reductions in depression over time. The importance of investigating attributional dimensions is emphasized as implications and future research directions are discussed.

Abbreviated Assessment Tool of Learned Helplessness and Mastery Orientation: The Student Behavior Checklist—Brief

Measurement limitations have hindered research on learned helplessness (LH) and mastery orientation (MO) in the classroom. We reduced the 24-item Student Behavior Checklist to a 6-item scale and tested the abbreviated measure for evidence of reliability and validity in a sample of 5th and 6th graders ( N = 299). We then replicated findings in an independent sample of middle school students ( N = 116). Results demonstrated strong support for construct validity of the Student Behavior Checklist-Brief (SBC-B), including a hierarchical two-factor structure indicating the distinctness of LH and MO and an overarching construct, which we refer to as learning approach. Results also demonstrated consistent evidence supporting criterion and convergent/discriminant validity, internal consistency reliability, and temporal stability. The SBC-B offers a psychometrically sound teacher-report measure of LH and MO.

Measurement of Attributional Style for Positive and Negative Events Using the Children’s Attributional Style Interview-II

The current study provides psychometric support for the use of the Children’s Attributional Style Interview-II (CASI-II) to assess attributional style for positive and negative events with young adolescents. The paper-and-pencil version of the CASI-II was administered to a sample of 546 seventh- and eighth-grade students attending a Midwest suburban middle school (50% women, 54% white, 22% Hispanic, 10% Asian American, and 14% other). A multilevel confirmatory factor analysis demonstrated a factor structure consistent with attributional style theory and evidence for internal consistency reliability and temporal stability. Construct and convergent validity were strong. Dimensional subscale scores as well as composite scores for both positive and negative events showed adequate reliability and strong validity evidence. These results offer confidence for testing theory-driven predictions related to attributional style for both positive and negative events, as well as specific attributional dimensional patterns, using the CASI-II.

Indirect Effects of Attributional Style for Positive Events on Depressive Symptoms Through Self-Esteem During Early Adolescence

Research on adolescent depression has overwhelmingly focused on risk factors, such as stressful negative events and cognitive vulnerabilities, but much important information can be gained by focusing on protective factors. Thus, the current study aimed to broaden understanding on adolescent depression by considering the role of two positive elements as protective factors, attributional style for positive events and self-esteem, in a model of depression. The sample included 491 middle school students (52 % female; n = 249) with an age range from 12 to 15 years (M = 13.2, SD = .70). The sample was ethnically/racially diverse, with 55 % White, 22 % Hispanic, 10 % Asian American, 3 % African American, and 10 % Biracial/Other. Correlational analyses indicated significant cross-sectional and longitudinal associations between an enhancing attributional style (internal, stable, global attributions for positive events), self-esteem and depressive symptoms. Further, prospective analyses using bootstrapping methodology demonstrated significant indirect effects of an enhancing attributional style on decreases in depressive symptoms through its effects on self-esteem. These findings highlight the importance of considering attributional style for positive events as a protective factor in the developmental course of depressive symptoms during early adolescence.

Effects of stress, attributional style and perceived parental support on depressive symptoms in early adolescence: a prospective analysis

This study prospectively examined the role of attributional style and perceived parental support as intrapersonal and interpersonal risk and resilience factors to increases in depressive symptoms in the face of stress with a sample of 497 middle school students. Results demonstrated that boys with a pessimistic attributional style and low or moderate levels of parental support had higher levels of depressive symptoms than boys with high levels of support under high levels of stress but not under low levels of stress. Girls with a pessimistic attributional style and low or moderate levels of perceived parental support had higher levels of depressive symptoms than those with an optimistic attributional style, regardless of the level of stress. These results highlight the need to consider more complex models with multiple moderators, such as cognitive styles and parental support, as well as gender differences, in understanding the development of depressive symptoms in early adolescence.