Trait Repetitive Negative Thinking: A Brief Transdiagnostic Assessment
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Repetitive negative thinking (RNT) is an established transdiagnostic process associated with multiple emotional disorders. Brief transdiagnostic measures of RNT uncontaminated with diagnosis-specific symptoms, terminology, and instructions are required for (a) research investigating the process of RNT and (b) clinical practice to guide case formulations, treatment plans, and to assess change. The aim of this study was to examine the psychometric properties of a 10-item trait version of the Repetitive Thinking Questionnaire (RTQ-10) in undergraduate (N = 386) and clinical (N = 400) samples. The undergraduate sample completed the RTQ-10, and the clinical sample completed the RTQ-10 as well as measures of worry, rumination, anxiety- and depression-related cognitions, and positive and negative affect. Results demonstrated that the RTQ-10 has a unitary structure, high internal reliability, distinguishes between clinical and non-clinical cases, assesses RNT similarly in men and in women, and accurately assesses RNT along its full continuum. RTQ-10 scores were positively associated with worry and rumination, anxiety and depression symptoms and cognitions, and with the higher order vulnerability factor of negative affect, adding to its transdiagnostic credentials. The RTQ-10 was negatively but weakly associated with positive affect, providing some divergent validity. The RTQ-10 appears to be a brief and clinically useful transdiagnostic measure of RNT.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it