The moderating role of perceived social support in the relationship between co-rumination and depressive symptoms
Description
It is generally agreed that there are advantages as well as disadvantages to co-rumination, which is defined as excessively discussing problems with another person, particularly by rehashing them and dwelling on the unpleasant feelings associated with them. Co-rumination, perceived social support, and depressive symptoms may all be associated but the precise extent of that relationship remains unclear. This study aims to test the moderating role of perceived social support in the relationship between co-rumination and depressive symptoms among teaching personnel. Respondents were recruited from a private higher educational institution in Bacoor City, Cavite, Philippines. Out of 460 who were given the e-survey, a total of 135 (29%) responses were gathered. The 135 participants included 53 males (39.3%) and 82 females (60.7%). The mean age of the sample was 34.23 years (SD = 12.15 years). In terms of parental status, 62 (45.93%) have at least one (1) child while 73 (54.07%) are non-parents. The Multidimensional Scale of Perceived Social Support (MSPSS), the Co-Rumination Questionnaire (CRQ), and the Beck Depression Inventory-II (BDI-II) were among the validated tools used in the online survey. The results of Structural Equation Modeling (SEM) analysis revealed that there is significant positive relationship between co-rumination and depressive symptoms. Thus, when respondents’ co-rumination increases, depressive symptoms also increase. Moreover, results found that perceived social support is a factor that moderate the relationship between the two variables.
Files
SDCAAPMRJ2023-07_AMBION.pdf
Files
(1.0 MB)
| Name | Size | Download all |
|---|---|---|
|
md5:45c6ea0e9c087aea7649fd43ca4a8f8f
|
1.0 MB | Preview Download |
Additional details
References
- Armstrong, S., & Oomen-Early, J. (2009). Social connectedness, self-esteem, and depression symptomatology among collegiate athletes versus nonathletes. Journal of American College Health, 57(5), 521-526. https://doi.org/10.3200/JACH.57.5.521-526
- Bastin, M., Luyckx, K., Raes, F., & Bijttebier, P. (2021). Co-rumination and depressive symptoms in adolescence: Prospective associations and the mediating role of brooding rumination. Journal of Youth and Adolescence, 50, 1003-1016. https://doi.org/10.1007/s10964-021-01412-4
- Dingfelder, H. E., Jaffee, S. R., & Mandell, D. S. (2010). The impact of social support on depressive symptoms among adolescents in the child welfare system: A propensity score analysis. Children and Youth Services Review, 32(10), 1255-1261. https://doi.org/10.1016/j.childyouth.2010.04.016
- Ellonen, R., Blomqvist, K., & Puumalainen, K. (2008). The role of trust in organisational innovativeness. European Journal of Innovation Management, 11(2), 160-181. https://doi.org/10.1108/14601060810869848
- Felton, J. W., Cole, D. A., Havewala, M., Kurdziel, G., & Brown, V. (2019). Talking together, thinking alone: Relations among co-rumination, peer relationships, and rumination. Journal of Youth and Adolescence, 48(4), 731-743. https://doi.org/10.1007/s10964-018-0937-z
- Hankin, B. L., Stone, L., & Wright, P. A. (2010). Corumination, interpersonal stress generation, and internalizing symptoms: Accumulating effects and transactional influences in a multiwave study of adolescents. Development and Psychopathology, 22(1), 217-235. https://doi.org/10.1017/S0954579409990368
- Kaniasty, K., & Norris, F. H. (2008). Longitudinal linkages between perceived social support and posttraumatic stress symptoms: Sequential roles of social causation and social selection. Journal of Traumatic Stress, 21(3), 274-281. https://doi.org/10.1002/jts.20334
- Keshishian, A. C., Watkins, M. A., & Otto, M. W. (2016). Clicking away at co-rumination: Co-rumination correlates across different modalities of communication. Cognitive Behaviour Therapy, 45(6), 473-478. https://doi.org/10.1080/16506073.2016.1201848
- Lakey, B., & Cronin, A. (2008). Low social support and major depression: Research, theory and methodological issues. In K. S. Dobson & D. J. A. Dozois (Eds.), Risk factors in depression (pp. 385-408). Elsevier Academic Press. https://doi.org/10.1016/B978-0-08-045078-0.00017-4
- Li, S., Sheng, Y., & Jing, Y. (2022). How social support impact teachers' mental health literacy: a chain mediation model. Frontiers in Psychology, 13, 851332. https://doi.org/10.3389/fpsyg.2022.851332
- Minghui, L., Lei, H., Xiaomeng, C., & Potměšilc, M. (2018). Teacher efficacy, work engagement, and social support among Chinese special education school teachers. Frontiers in Psychology, 9, 648. https://doi.org/10.3389/fpsyg.2018.00648
- Pietromonaco, P. R., Uchino, B., & Dunkel Schetter, C. (2013). Close relationship processes and health: Implications of attachment theory for health and disease. Health Psychology, 32(5), 499-513. https://doi.org/10.1037/a0029349
- Ren, P., Qin, X., Zhang, Y., & Zhang, R. (2018). Is social support a cause or consequence of depression? A longitudinal study of adolescents. Frontiers in Psychology, 9, 1634. https://doi.org/10.3389/fpsyg.2018.01634
- Rose, A. J. (2002). Co–rumination in the friendships of girls and boys. Child Development, 73(6), 1830-1843. https://doi.org/10.1111/1467-8624.00509
- Siedlecki, K. L., Salthouse, T. A., Oishi, S., & Jeswani, S. (2014). The relationship between social support and subjective well-being across age. Social Indicators Research, 117, 561-576. https://doi.org/10.1007/s11205-013-0361-4
- Singh, A. P., & Dubey, A. P. (2015). Role of social support as a mediator in negative stressful life event and somatic complaints of managerial personnel. Indian Journal of Positive Psychology, 6(3), 249-254.
- Starr, L. R., & Davila, J. (2009). Clarifying co-rumination: Associations with internalizing symptoms and romantic involvement among adolescent girls. Journal of Adolescence, 32(1), 19-37. https://doi.org/10.1016/j.adolescence.2007.12.005
- Tasdan, M., & Yalcin, T. (2010). Relationship between primary school teachers' perceived social support and organizational trust level. Educational Sciences: Theory and Practice, 10(4), 2609-2620. https://files.eric.ed.gov/fulltext/EJ919884.pdf
- Thomas, S., Kanske, P., Schäfer, J., Hummel, K. V., & Trautmann, S. (2022). Examining bidirectional associations between perceived social support and psychological symptoms in the context of stressful event exposure: A prospective, longitudinal study. BMC Psychiatry, 22, 736. https://doi.org/10.1186/s12888-022-04386-0
- Will, M. (2021, June 15). Teachers are more likely to experience depression symptoms than other adults. Education Week. https://www.edweek.org/teaching-learning/teachers-are-more-likely-to-experience-depression-symptoms-than-other-adults/2021/06
- Zhen, R., Quan, L., & Zhou, X. (2018). How does social support relieve depression among flood victims? The contribution of feelings of safety, self-disclosure, and negative cognition. Journal of Affective Disorders, 229, 186-192. https://doi.org/10.1016/j.jad.2017.12.087
- Zhou, Y., MacGeorge, E. L., & Myrick, J. G. (2020). Mental health and its predictors during the early months of the COVID-19 pandemic experience in the United States. International Journal of Environmental Research and Public Health, 17(17), 6315. https://doi.org/10.3390/ijerph17176315