Surviving a failure: Efficacy and a laboratory based test of the hopelessness model of depression

Abramson, Metalsky and Alloy's (1989) revision of the reformulated model of helplessness and depression to hopelessness theory introduced the possibility of additional diatheses for depression. The present paper describes a laboratory-based test of the hopelessness model which provides an opportunity to explore the role of efficacy in relation to the new model and to extend its application to anxiety. Undergraduate students were asked to complete a general ability test and received false feedback which led them to believe that they had performed less well than they had anticipated. Attributional style was found to be predictive of increase in anxiety following failure feedback. The interaction between attributional style and eficacy was found to predict depression. Among subjects who were low in efficacy attributional style was significantly related to depression. While the study provided partial support for hopelessness theory it indicates a role for the assessment of efficacy as a moderator variable within the model.     

Enhancing attributional style and positive life events predict increased hopefulness among depressed psychiatric inpatients

A prospective study was conducted to investigate whether enhancing attributional style and positive life events are associated with recovery from depression through the mediation of increased hopefulness, as predicted by the Needles and Abramson (1990) model of recovery from depression. The Attributional Style Questionnaire, Beck Depression Inventory, Beck Hopelessness Scale, Dysfunctional Attitudes Scale, Uplifts Scale, and Revised Hassles Scale were administered to 32 depressed psychiatric inpatients shortly after admission and readministered a mean of 10 days later. The results indicated that the combined effects of enhancing attributional style and positive life events predicted decreases in hopelessness, which were in turn associated with decreases in depression symptom levels. By contrast, neither the combined effects of depressotypic attributional style and life events nor the combined effects of dysfunctional attitudes and life events was associated with decreases in hopelessness or depression symptom levels.     

Depressive Attributional Style: The Role of Self-Esteem

Two studies evaluate the role of self-esteem in the depressive attributional style. In the first study, college students completed four measures of depression, four measures of self-esteem, and the Attributional Style Questionnaire (ASQ). Regression analyses revealed that across measures, self-esteem was a better predictor of attributional style for negative events than was depression. In study two, psychiatric inpatients completed a measure of self-esteem, a measure of depression, and the ASQ. In this clinical sample, self-esteem and depression were highly correlated and both predicted ASQ scores. But when variation in depth of depression and social desirability were removed statistically from the association between self-esteem and attributions for negative outcomes, there remained a significant association between self-esteem and internal, stable, and global attributions for negative outcomes. Controlling for the variation in self-esteem eliminated the relation between depression and depressive attributional style. These findings demonstrate the importance of self-esteem in depressive attributional style in both normal and clinical populations, as well as potential differences in the relations among self-esteem, depression, and attributional style in clinical versus normal samples.     

Long-term consequences of childhood physical and psychological maltreatment

This study assessed whether some of the correlates of learned helplessness—depression, low self-esteem, and a maladaptive attributional style—are long-term consequences of child abused. In this study, 260 subjects were identified as physically abused, psychologically abused, both physically and psychologically abused, or nonabused, based on responses to the Child Abuse Questionnaire (CAQ). Subjects were tested for levels of nonclinical depression via the Beck Depression Inventory (BDI), for levels of self-esteem via the Rosenberg Self-Esteem Scale (RSE), and for the adaptiveness of attributional style via the Attributional Style Questionnaire (ASQ). It was hypothesized that each of the three abuse groups would differ from the control group on the three dependent measures; differences among the three abuse groups were also explored. Three one-way analyses of variance indicated that (1) BDI scores reflected a greater tendency toward depression in subjects reporting both types of abuse than in nonabused subjects or in subjects reporting either psychological or physical abuse, (2) subjects reporting psychological abuse only or both psychological and physical abuse showed lower self-esteem than did nonabused subjects, and (3) abused subjects did not seem to exhibit a more maladaptive attributional style than that of nonabused subjects. In addition, multiple linear regression analyses pointed to psychological abuse as a critical variable in predicting levels of depression, self-esteem, and attributional style, when physical abuse effects were controlled. Controlling for the effects of psychological abuse, however, indicated that physical abuse did not significantly contribute to the variance in these variables. Implications for the learned helplessness model and for future research are discussed. © 1992 Wiley-Liss, Inc.     

Depression, self-esteem, and the absence of self-protective attributional biases

Previous research has demonstrated a relation between depression and attributional style. In the present study we evaluated the extent to which self-esteem may be an important determinant of attributional style. Subjects completed measures of self-esteem, depression, and anxiety and responded to the Attributional Style Questionnaire. Maximum R2 analyses revealed that for significant one-variable and multivariable regression models, self-esteem accounted for the variation in attributional style on the majority of outcome measures. Depression and anxiety added little beyond the contribution of self-esteem. These findings were consistent for both positive and negative events. In addition, self-esteem accounted for variation in attributional evenhandedness. Results are discussed in terms of the role of self-esteem maintenance in attributional style.     

Attributional style, dreaming and depression

The relationship between attributional style, depression and dreaming was explored by analysing dream reports from 80 subjects for evidence of attributional style using the Content Analysis of Verbatim Material (CAVE) technique. These scores were then compared with a waking measure of attributional style—the Expanded Attributional Style Questionnaire (EASQ) and with levels of depression as measured by the BDI. Contrary to expectations, dream attributional style did not correlate with waking attributional style, nor was there a significant correlation between internal, global and stable attributional style in dreams and level of depression. Results did support previous research that an internal, stable and global waking attributional style correlates with depression.     

Factors associated with helplessness among Japanese collegiate swimmers

In this study the factors that lead to learned helplessness among Japanese collegiate swimmers were examined. Participants were 135 men and 72 women swimmers (ages 18 to 22 years). A Sports Attributional Style Scale measuring helplessness in performance and daily life was administered, and the participants were divided into two groups: those scoring high and low. Analysis indicated that (1) there was no significant correlation between helplessness scores and performance. (2) The group scoring high on learned helplessness reported a strong tendency towards helplessness not only in competitive life but also in daily life, which implied the generalization of helplessness. (3) The tendency to helplessness in performance was more closely related to the attributional style of positive events than negative events. In conclusion, some factors involved in helplessness among athletes can be explained by the theory of learned helplessness; however, some characteristics of athletes may be better described by attributional style in positive events.     

The Cognitive, Learned-Helplessness and Hopelessness Theories of Depression: A Review with Implications for Counsellors

Four theories of depression and the Attributional Style Questionnaire (ASQ) are described and their implications for counselling discussed. Recent research has focused upon the testing of the diathesis-stress component of the reformulated learned-helplessness theory of depression, and in particular upon the role which a hypothesised depressogenic causal attributional style towards events in general, and/or 'depressive attributions' towards specific events, play in the development of depression. It is suggested that the recently revised version of this theory — the hopelessness theory of depression — is both a more fruitful area of future research and of more interest to the counsellor, since it emphasises the role which attributions and other cognitive factors play in the maintenance and prevention of depression, rather than concentrating on a continued search for a cause.     

Reducing hopelessness: the interation of enhancing and depressogenic attributional styles for positive and negative life events among youth psychiatric inpatients

A recovery model of depression (Needles & Abramson, 1990 Journal of Abnormal Psychology, 99, 156-165) proposes that depressed individuals who exhibit an enhancing attributional style for positive events (i.e. make stable, global attributions) will be more likely to regain hopefulness and, thereby, recover from depression when positive events occur. While only a few studies have directly tested this model among clinical and nonclinical adult samples, none have tested a clinical sample of children and adolescents. Furthermore, prior studies testing this model have failed to examine the interactive role of an 'enhancing attributional style' for positive events with a 'depressogenic attributional style' for negative events, as prescribed by the hopelessness theory of depression (Abramson, Metalsky, & Alloy, 1989 Psychological Review, 96, 358-372). The current study presents data demonstrating that depressogenic and enhancing attributional styles interact to predict differential decreases in hopelessness. Implications of these findings and suggestions for future research also are presented.     

Negative attributional style, hopelessness depression and endogenous depression

The hopelessness theory of depression [Abramson, L. Y., Metalsky, G. I. & Alloy, L. B. (1989). Hopelessness depression: a theory-based subtype of depression. Psychological Review, 96, 358-372.] postulates that a negative attributional style represents a risk factor for a particular constellation of depressive symptoms, termed 'hopelessness depression'. Four studies tested the relation of negative attributional style to hopelessness depression symptoms versus endogenous depression symptoms. Despite the considerable overlap of hopelessness and endogenous depression symptoms, negative attributional style was more related to the former than the latter, consistent with hopelessness theory.     

Cognitive Development Masks Support for Attributional Style Models of Depression in Children and Adolescents

Attributional style models of depression in adults (Abramson et al. 1989, 1978) have been adapted for use with children; however, most applications do not consider that children's understanding of causal relations may be qualitatively different from that of adults. If children's causal attributions depend on children's level of cognitive development, then support for attributional models of depression in young people will vary with cognitive development. In this paper, a new measure of cognitive development, the Peabody Causal Reasoning Test (PCRT), is introduced to assess children's understanding of ability versus effort, task difficulty, and luck as causal factors. Analyses revealed that in 8- to 16-year-old children, failure to control for level of cognitive development suppressed empirical support for cognitive diathesis-stress models of depression. Statistically controlling for measures of cognitive development strengthened support for this model.     

Attributional style and self-esteem as predictors of psychological well being

Background: this study sets out to examine to what extent attributional style (internal, stable, global) and self-esteem predicted positive affect and self-reported happiness in a normal, non-clinical, population of young people in their early 20s. Method: 88 participants completed five questionnaires: Attributional Style Questionnaire (ASQ in both positive and negative situations), Bradburn Affect Scales (Positive Affect, Negative Affect, and Affect Balance Scale), Rosenberg Self-Esteem Scale Gurin Happiness Measure, and Oxford Happiness Inventory (OHI). Results: regressional analysis showed that the ASQ was the significant predictor of happiness accounting for 18% of variance. The ASQ in positive and negative situations was significantly inversely correlated with self-esteem. Further, with happiness (the OHI) as dependent variable and attributional style, self-esteem, and demographic variables as independent variables, self-esteem and attributional style (in positive situations) were the significant predictors of happiness accounting for 55% of the total variance. Conclusion: the results indicated that optimistic attributional style in positive situations was a stronger predictor of self-reported happiness than optimistic attributional style in negative situations. The implications of the findings are discussed in terms of cognitive strategies for changing pessimism into optimism thus enhancing happiness or psychological well-being.     

Predicting emotional concomitants of learned helplessness: The role of motivational orientation

Previous theoretical and empirical analyses indicate that an extrinsic motivational orientation, i.e., performing activities to please others or concern with criticism, predicts the cognitive and behavioral deficits associated with learned helplessness. Conversely, intrinsically motivated students, who perform activities for the inherent pleasure of mastery over challenge, have been shown to be virtually resilient to successive failure experiences and even show a facilitation effect. However, research has not yet addressed the extent to which motivational orientation predicts the emotional deficits associated with helplessness—namely, depression and a maladaptive attributional style. Furthermore, no research has examined the relative predictability of these variables to investigate subjects' feelings after an experimental manipulation of failure. The present research found support for the proposition that an extrinsic motivational orientation predicts depression and the Expanded Attributional Style Questionnaire. More importantly, our findings demonstrated that an extrinsic motivational orientation was a more reliable predictor of subjects' feelings after a failure manipulation than either depression or a maladaptive attributional style. These findings are discussed in light of intervention strategies to attenuate the development of an extrinsic motivational orientation in students.     

Vulnerability to depressive mood reactions: toward a more powerful test of the diathesis-stress and causal mediation components of the reformulated theory of depression

To provide a more powerful test of the diathesis-stress component of the reformulated theory of depression (Abramson, Seligman, & Teasdale, 1978), we extended and refined the Metalsky, Abramson, Seligman, Semmel, and Peterson (1982) study and examined whether the content of college students' attributional styles (hypothesized attributional diathesis) as measured at Time 1 interacted with the outcomes students received on a class midterm exam to predict their subsequent depressive mood responses. In addition, to test the mediation component of the theory, we examined whether the relation between the hypothesized attributional diathesis and failure students' subsequent depressive mood responses to their low midterm grades was mediated by the particular causal attributions these students made for their low grades. The results partially corroborated the current statement (Abramson, Alloy, & Metalsky, 1986; Abramson, Metalsky, & Alloy, 1986a, 1986b) of the diathesis-stress component of the theory. Whereas students' immediate depressive mood reactions were predicted solely by the outcomes they received on the class midterm exams, their enduring depressive mood reactions were predicted solely by the hypothesized Attributional Diathesis X Outcome on Midterm Exam interaction. The direction and form of the interaction were in line with prediction. The results fully corroborated predictions derived from the mediation component of the theory as they applied to students' enduring mood responses.     

Personality correlates of attributional style

Previous research, much of it based on the learned helplessness model of depression, suggested that a wide variety of personality variables might be related to attributional style. The Attributional Style Questionnaire (ASQ; Peterson et al., 1982) and Comrey Personality Scales (CPS; Comrey, 1970) were administered to 329 subjects, and their scores were subjected to correlational and multiple regression analysis. The CPS scales were also factor analyzed, and the resulting scores were correlated with ASQ scores. Results indicated that a variety of personality variables have statistically significant relationships with attributional style, that these variables show significant positive relationships with internal, stable, and global attributions for positive events and significant negative relationships with these same attributions for negative events, and that an Activity-Extraversion-Stability factor demonstrates the strongest relationships with attributional style. Findings are interpreted within a revised theoretical framework, and emphasis is placed on understanding the personality correlates of attributional style for adequate interpretation of the concept.     

Attributional Style, Self-Esteem, and Human Immunodeficiency Virus: A Test of the Hopelessness and Self-Esteem Theories of Depression

Research on the hopelessness and self-esteem theories of depression (Abramson, Metalsky, & Alloy, 1989; Metalsky, Joiner, Hardin, & Abramson, 1993) suggests that HIV-infected persons with depressotypic attributional style (AS) and low self-esteem (SE) may be at risk for onset of a syndrome referred to as hopelessness depression (HD). In a prospective study conducted to test these theories, measures of anxiety and depression, AS, and SE were administered to 85 HIV+ and 43 HIV– men; symptoms were reassessed 6 months later. Results indicated that: (1) The interaction of AS, SE, and HIV status predicted change in HD symptoms, but not overall depression or anxiety symptoms; (2) HIV+ men with depressotypic AS and high SE had increased HD symptom levels while other men with high SE had decreased HD symptom levels; (3) HD symptoms remained stable over the 6-month interval among men with low SE; and (4) High SE predicted decreases in anxiety symptoms among HIV– men, but not among HIV+ men. Contrary to the study hypothesis, these findings suggest that among individuals with life-threatening illnesses such as HIV infection, those with depressotypic AS and high SE may be at highest risk for onset of HD.     

Attributional styles for helplessness and depression: The importance of sex and situational context

Differences between the sexes in attributions for positive and negative outcomes in either affiliative or achievement situations were examined using the Attributional Style Questionnaire (ASQ). Separate regression analyses for each sex related the ASQ to a measure of helplessness and the Beck Depression Inventory. No differences were noted for attributions to internality or stability; however, females attributed more global causality to positive outcome affiliative situations and negative outcome achievement situations. Regression analyses failed to support the helplessness attributional model of depression. No ratings on the ASQ predicted depression for males; furthermore, for females, only the internal/external dimension was relevant, moderated by both outcome and type of situation. Sex differences were discussed in light of the higher incidence of depression among females.     

The relationship between attributions and depression varies across attributional dimensions and across samples

Two hypotheses implicit in the use of composite measures of attributions in tests of learned helplessness theory (but not implicit in the theory itself) were tested: the hypotheses that relationships between depression and the three types of attributions are equal in magnitude and are linear. To test these hypotheses, data from three published studies of the reformulated learned helplessness theory (Abramson, Seligman, & Teasdale, 1978) were reanalyzed. The hypothesis that internal, stable, and global attributions are equally related to depression was tested and rejected. Increases in internal attributions were related to depression in one sample; increases in global attributions for negative events were related to depression in two samples; stability attributions for negative events were unrelated to depression. The relationship between attributions and depression was nonlinear in one of the three populations studied. Finally, a third hypothesis was tested: the hypothesis that the relationship between attributions and depression is equal across samples. The hypothesis was rejected: attributions for negative events were more highly related to depression in a psychiatric sample than in normal populations. Implications of these findings for learned helplessness theory and for the use of composite measures of attributional style are discussed.     

Attributional style as a diathesis in predicting depression,hopelessness, and suicide ideation in college students

Attributional style was examined as a diathesis for depression, hopelessness, and suicidal ideation. A naturalistic stressor—obtaining a D or F on an Introductory Psychology exam—was used in a longitudinal design to test for the effects of stress in predicting these criteria. Controlling for preexam levels of depression, hopelessness, and suicide ideation, prestress attributional style was consistently related to poststress levels of each of these criteria. Both positive and negative attributional styles measured at Time 1 were predictive of these criteria at Time 2. Regression analyses revealed that exam grade, attributional style alone, and attributional style in interaction with stress predicted each of the three criteria. The results are seen as supportive of a prestress attributional style diathesis to depression, hopelessness, and suicidal ideation.     

Sex Differences, Attributional Style, and Depressive Symptoms Among Adolescents

This study examined attributional style, sex, and depressive symptoms and diagnosis in high school students. The results revealed that (1) for females and males, higher levels of depressive symptoms correlated with a more depressive attributional style; (2) females and males who met diagnostic criteria for a current depressive disorder evidenced more depres-sogenic attributions than psychiatric controls, and never and past depressed adolescents; (3) although no sex differences in terms of attributional patterns for positive events, negative events, or for positive and negative events combined emerged, sex differences were revealed on a number of dimensional scores; (4) across the Children's Attributional Style Questionnaire (CASQ) subscale and dimensional scores, the relation between attributions and current self-reported depressive symptoms was stronger for females than males; and (5) no Sex × Diagnostic Group Status interaction effects emerged for CASQ subscale or dimensional scores. Implications of the complex findings from this large-scale, methodologically sophisticated study are addressed.