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Self-Talk and Affective Problems in College Students: Valence of Thinking and Cognitive Content Specificity

Published online by Cambridge University Press:  10 April 2014

Esther Calvete ,
Ana Estévez ,
Covadonga Landín ,
Yolanda Martínez ,
Olga Cardeñoso ,
Lourdes Villardón  and
Aurelio Villa
Esther Calvete*
Affiliation:
University of Deusto
Ana Estévez
Affiliation:
University of Deusto
Covadonga Landín
Affiliation:
University of Deusto
Yolanda Martínez
Affiliation:
University of Deusto
Olga Cardeñoso
Affiliation:
University of Deusto
Lourdes Villardón
Affiliation:
University of Deusto
Aurelio Villa
Affiliation:
University of Deusto
*
Correspondence concerning this article should be addressed to Esther Calvete, Department of Psychology, University of Deusto, Apdo. 1, 48080 Bilbao (Spain); E-mail: [email protected]
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Abstract

The aim of this study was to develop a Self-Talk Inventory for young adults. This inventory consisted of two scales. The Negative Self-Talk Scale included three categories of selftalk (depressive, anxious, and angry thoughts) and the Positive Self-Talk Scale, three categories (minimization, positive orientation, and coping self-instructions). Participants were 982 undergraduate students (Mean age = 20.35 years, SD = 2.16). They completed the self-talk scales together with the following scales to measure symptoms of affective disorders: the Center for Epidemiological Studies Depression Scale (CES-D), the State-Trait Anxiety Inventory (STAI), and the State-Trait Anger Expression Inventory (STAXI-T). Factor analyses confirmed the hypothesized structure for the Self-Talk Inventory. The relations between self-talk and symptoms of affective disorders (depression, anxiety, and anger) were also evaluated. In general, states-of-mind –SOM– ratios and negative cognitions showed a greater association with psychological symptoms than did positive cognitions. Results concerning the cognitive characteristics of depression, anxiety, and anger were mixed and partially supported the cognitive content specificity theory.

El objetivo de este estudio fue el desarrollo de un inventario de autodiálogo para jóvenes adultos. Este inventario consistió en dos escalas. La Escala de Autodiálogo Negativo incluyó tres categorías de autodiálogo (pensamiento depresivo, ansioso, y relacionado con la ira) y la Escala de Autodiálogo Positivo otras tres (minimización, afecto positivo y autoinstrucciones de afrontamiento). Los participantes fueron 982 estudiantes (Edad Media = 20.35 años, DT = 2.16). Completaron las escalas de Autodiálogo junto con la Escala de Depresión del Centro para Estudios Epidemiológicos (CES-D), el Inventario Estado-Rasgo de Ansiedad (STAI) y el Inventario de Expresión de la Ira Estado-Rasgo (STAXI-T). Los análisis factoriales confirmaron la estructura hipotética del inventario de Autodiálogo. La relación entre autodiálogo y síntomas de trastornos afectivos (depresión, ansiedad e ira) también se evaluó. En general, la ratio de los Estados de la Mente – SOM – y las cogniciones negativas mostraron una mayor asociación con los síntomas psicológicos que las cogniciones positivas. Se obtuvieron resultados mixtos acerca de las características cognitivas de la depresión, ansiedad e ira y estos apoyaron parcialmente la teoría de la especificidad del contenido cognitivo.

Keywords

self-talkSOM ratioscognitive specificitydepressionanxietyangerautodiálogoSOM ratiosespecificidad cognitivadepresiónansiedadira
Type
Articles
Information
The Spanish Journal of Psychology , Volume 8 , Issue 1 , May 2005 , pp. 56 - 67
Copyright
Copyright © Cambridge University Press 2005

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