| The reformulated learned helplessness theory (RLHT) of depression, which states that depressed individuals make attributions for negative events that are internal, stable, and global, has been supported in both youth and adult samples. However, prior studies are based on traditional trait-based measures of attributions. The purpose of the current study was to examine both state- and trait-based attributions as they relate to the RLHT within the context of a parent-child interaction. Five primary areas were examined: (a) convergence of state- and trait-based measures of attributions, (b) the relationship between state- and trait-based attributions and depressive symptoms, (c) the relationship between maternal attributions and child attributions, (d) the relationship between maternal attributions and child depressive symptoms, and (e) the specificity of attributions to depressive symptoms.;Thirty nine mothers and their fourth or fifth grade children completed trait-based measures of attributions (ASQ, CASI-I), depressive symptoms (CES-D, CES-DC), and anxiety (STAI-T, STAIC-T). State-based attributions of internality, stability, globality, controllability, and blaming were derived following negative feedback regarding performance on a stressful interaction task completed by mother-child dyads.;Results only showed convergence between state- and trait-based attribution ratings for children on the dimension of globality. Contrary to hypotheses, there was no convergence between state- and trait-based ratings for mothers in the sample. A significant association was demonstrated between trait-based attributions and depressive symptoms for children, but not for mothers. The predicted associations between maternal attributions and child attributions and between maternal attributions and child depressive symptoms were not supported. Lastly, consistent with expectations, specificity of attributions to depression, when controlling for anxiety, was supported for children. Results are discussed with respect to flaws in the nature of the stressful task, and problematic measurement and conceptualization of state- or domain-related attributions. |
