Cognitive Distortions, Coping Behavior, and Depression in College Students

1982 ◽  
Vol 30 (6) ◽  
pp. 279-283 ◽  
Author(s):  
Nancy J. Warren ◽  
Jayne E. Stake ◽  
Daphne C. McKee
Keyword(s):  
College Students ◽  
Cognitive Distortions ◽  
Coping Behavior

scholarly journals The relationship between cognitive distortions and forgiveness in romantic relationships

2015 ◽  
Vol 12 (1) ◽  
pp. 1338
Author(s):  
Gökçen Aydın ◽  
Nasibe Kandemir Özdinç ◽  
Meral Aksu
Keyword(s):  
College Students ◽  
Romantic Relationships ◽  
Romantic Relationship ◽  
Cognitive Distortions ◽  
Demographic Data ◽  
Future Research ◽  
State University ◽  
Purposeful Sampling ◽  
Self Forgiveness ◽  
The Relationship

The purpose of the present study was to find out the relationship between cognitive distortions and forgiveness in romantic relationships of college students. The sample of the study was 340 college students who have a romantic relationship at a state university in Turkey. The purposeful sampling method was carried out in this correlational study. In order to collect data, three instruments were utilized: Interpersonal Cognitive Distortions Scale (ICDS), Heartland Forgiveness Scale and Demographic Data Form. The scales were put online to survey.metu.edu.tr and students having a romantic relationship were asked to complete the scale. In the present study, canonical correlation was conducted through SPSS 22 statistical package for data analysis in order to assess the relationship between two sets of variables: “Interpersonal Rejection”, “Unrealistic Relationship Expectation” and “Interpersonal Misperception” are the subscales of interpersonal cognitive distortions on one set and “Forgiveness of Self”, “Forgiveness of Others” and “Forgiveness of Situations” are the subscales of forgiveness on the other set. The study was significant because it might fill the gap in the literature and counseling field in terms of finding the relationship between two sets of variables to give a light to possible predictors in future research studying romantic relationships.

scholarly journals Correlates of “Coddling”: Cognitive Distortions, Believing Words Can Harm, and Intuitive Thinking Predict Safetyism Beliefs

2021 ◽  
Author(s):  
Jared Celniker ◽  
Megan Ringel ◽  
Karli Nelson ◽  
Peter Ditto
Keyword(s):  
College Students ◽  
Cognitive Distortions ◽  
Empirical Work ◽  
Psychological Predictors ◽  
American Mind ◽  
Emotional Reasoning ◽  
Intuitive Thinking ◽  
Large N ◽  
The Relationship ◽  
Trigger Warnings

In their book, The Coddling of the American Mind, Lukianoff and Haidt (2018) contend that the rise of “safetyism” – cultures that treat safety as a sacred value – is hindering college students’ socioemotional development. One of their most controversial claims was that college students’ safetyism beliefs are rooted in and supported by cognitively distorted thinking (e.g., emotional reasoning). However, no empirical work has substantiated an association between cognitive distortions and safetyism beliefs. In a large (N = 786), ethnically and economically diverse sample of college students, we conducted the first examination of the relationship between these variables. Aligning with Lukianoff and Haidt’s assertions, we found that students’ self-reported prevalence of cognitive distortions positively predicted their endorsement of safetyism beliefs, even when controlling for other relevant demographic and psychological predictors. The belief that words can harm and intuitive thinking were also robust, positive predictors of safetyism beliefs. Considering our results, we argue that greater empirical scrutiny of safetyism-inspired practices (e.g., broad use of trigger warnings) is warranted before such customs become more widely adopted.

scholarly journals Reliability and Validity of the Chinese Version of the Cognitive Distortions Questionnaire (CD-Quest) in College Students

2020 ◽  
Vol 26 ◽  
Author(s):  
Liju Qian ◽  
Li Liu ◽  
Min Chen ◽  
Shanmei Wang ◽  
Zhongchang Cao ◽  
...  
Keyword(s):  
College Students ◽  
Cognitive Distortions ◽  
Reliability And Validity ◽  
Chinese Version

The Relationship of Cognitions, Assertion, and Anger Arousal

1990 ◽  
Vol 4 (4) ◽  
pp. 369-376 ◽  
Author(s):  
J. Scott Mizes ◽  
Glen D. Morgan ◽  
Jane Buder
Keyword(s):  
College Students ◽  
Social Skills ◽  
Cognitive Distortions ◽  
A Priori ◽  
Cognitive Distortion ◽  
Self Report ◽  
Anger Arousal ◽  
Social Skills Deficits ◽  
Relationship Of ◽  
The Relationship

Several recent conceptualizations of anger have emphasized the importance of cognitive mediating processes. While there have been a few investigations showing correlations between cognitive distortion and anger, they have suffered methodological shortcomings. Anger difficulties have also been related to social skills deficits. The association has been inferred mainly through assertion treatment studies which usually show improvement in anger difficulties. There have been few studies examining an a priori relationship between assertion deficits and anger. The current correlational study of college students examined the relationship between self-report measures of general cognitive distortion, assertion-specific cognitive distortion, assertion, and anger difficulties. General cognitive distortion, though not assertion or assertion-related cognitions, was found to be related to anger. Moreover, hypotheses regarding which general cognitive distortions would be related to anger were largely supported. Implications of these findings are discussed.

scholarly journals PKM Coping Stress Pada Mahasiswa

DEDIKASI ◽  
2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Muhammad Nur Hidayat Nurdin ◽  
Nurfitriany Fakhri
Keyword(s):  
College Students ◽  
Coping Behavior ◽  
Short Film ◽  
Stress Coping ◽  
Transfer Of Knowledge

This PKM activity aims to transfer of knowledge in the form of knowledge about stress, stress triggers, stress coping, types of coping, and steps of coping behavior. This activity was carried out in the campus hall involving 50 college students, namely STAI-DDI students, Tangnga Pangkep Regency. The methods used are brain storming, short film screening, material delivery by lecturing, discussion and sharing experiences. The result of this activity is the absorption of material about stress and stress coping by the participants (partners), which in turn can be used to deal with the stress they feel

scholarly journals The Effects of Dichotomous Thinking on Depression in Japanese College Students

2021 ◽  
Vol 11 (1) ◽  
pp. 28
Author(s):  
Takeyasu Kawabata ◽  
Naohiko Abe ◽  
Takafumi Wakai
Keyword(s):  
College Students ◽  
Structural Equation Modelling ◽  
Structural Equation ◽  
Cognitive Distortions ◽  
Japanese Version ◽  
Associative Processing ◽  
Equation Modelling ◽  
Dichotomous Thinking ◽  
Distress Scale ◽  
Reflective Processing

The purpose of this study was to explore the effect of dichotomous thinking on depression. We attempted to test the following hypotheses: 1) dichotomous thinking increases depression, and 2) dichotomous thinking has two routes to increase depression—direct, associative processing, and indirect, reflective processing. Two hundred Japanese college students (Males: 107, Females: 93, M age= 20.02 ± 1.42) were asked to complete the Dichotomous Thinking Inventory, which consists of three subscales: dichotomous belief, profit-and-loss thinking, and preference for dichotomy; the Kessler 6 Distress Scale; and the Japanese version of the Rumination-reflection Questionnaire. We conducted structural equation modelling to test the hypotheses. The results supported the hypotheses and indicated that dichotomous thinking increased depression. There were two different routes: dichotomous belief directly increased depression and profit-and-loss thinking indirectly increased depression by way of rumination. There are some implications of the findings. This study suggests that cognitive distortions might causes depression from two paths and practical interventions might also have two different routes or approaches to depression.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

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