A Test of Beck's Cognitive Diathesis-Stress Theory of Depression in Early Adolescents
Bibliographic record
Abstract
The current study tested the diathesis-stress component of Beck's cognitive theory of depression in a sample of early adolescents. The study also examined whether high levels of social support and self-esteem buffer against depressive reactions in children with high levels of dysfunctional attitudes. At Time 1, 184 seventh graders completed measures assessing dysfunctional attitudes, social support, self-esteem, and depressive symptoms. Six weeks later, they completed measures assessing depressive symptoms and hassles. In support of Beck's theory, higher levels of dysfunctional attitudes were associated with higher levels of depressive symptoms. Contrary to hypotheses, however, dysfunctional attitudes served as a vulnerability to depressive reactions following negative events in children with high but not low levels of self-esteem. Similarly, contrary to hypotheses, dysfunctional attitudes served as a vulnerability to depressive reactions following negative events in children with high but not low levels of social support. Results are interpreted within a self-esteem lability framework.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".