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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/9064

Appears in Collections:Psychology Journal Articles
Peer Review Status: Refereed
Title: Predicting psychological distress in college students: The role of rumination and stress
Author(s): Morrison, Rebecca
O'Connor, Rory
Contact Email: rory.oconnor@stir.ac.uk
Issue Date: Apr-2005
Publisher: Wiley-Blackwell
Citation: Morrison R & O'Connor R (2005) Predicting psychological distress in college students: The role of rumination and stress, Journal of Clinical Psychology, 61 (4), pp. 447-460.
Abstract: Psychological distress among college students represents a serious health concern. The aim of this research was to investigate, for the first time, whether interactions between rumination and different measures of stress could differentially predict components of psychological distress, within a diathesis–stress framework. This self-report study employed a longitudinal design, spanning a period of 6 months. One hundred sixty-one undergraduate college students completed selected measures of psychological distress, rumination, and stress at two time points 6 months apart. Both independent and interaction effects were examined through hierarchical regression analyses. Rumination and stress were found to interact significantly to predict the social dysfunction components of psychological distress. Other main effects are reported. The evidence supported the proposed diathesis–stress model and extended previous research by relating rumination to different components of psychological distress prospectively.
Type: Journal Article
URI: http://hdl.handle.net/1893/9064
DOI Link: http://dx.doi.org/10.1002/jclp.20021
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Affiliation: University of Stirling
Psychology

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