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The Hopelessness Theory of Depression: A Test of the Diathesis–Stress and Causal Mediation Components in Third and Seventh Grade Children

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Abstract

The goal of the current study was to test the diathesis–stress and causal mediation components of the hopelessness theory of depression in third- and seventh-grade children. The procedure involved an initial assessment of depressive symptoms, hopelessness, and the 3 cognitive styles posited as vulnerability factors by hopelessness theory. The procedure also involved a series of 6 weekly follow-up assessments in which depressive symptoms, hopelessness, and the occurrence of negative events were assessed. A depressogenic attributional style interacted with negative events to predict increases in depressive symptoms in seventh-grade children but not in third-grade children. A depressogenic inferential style about consequences interacted with negative events to predict increases in depressive symptoms in both third- and seventh-grade children. Last, a depressogenic inferential style about the self interacted with negative events to predict increases in depressive symptoms in third- and seventh-grade girls but not boys. None of these interactions were mediated by hopelessness.

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Authors and Affiliations

  1. Department of Psychology, McGill University, Stewart Biological Sciences Building, 1205 Dr. Penfield Avenue, Montreal, Quebec, Canada, H3A 1B1

    John R. Z. Abela

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Abela, J.R.Z. The Hopelessness Theory of Depression: A Test of the Diathesis–Stress and Causal Mediation Components in Third and Seventh Grade Children. J Abnorm Child Psychol 29, 241–254 (2001). https://doi.org/10.1023/A:1010333815728

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  • DOI: https://doi.org/10.1023/A:1010333815728

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