Metacognition, emotion, and alcohol dependence in college students: a moderated mediation model.

Based on Wells and Matthews' (1994) theory of psychological dysfunction and prior empirical studies, it was hypothesized that negative emotion would mediate the relationship between maladaptive metacognition and alcohol dependence, and maladaptive metacognition would moderate the relationship between negative emotion and alcohol dependence. A sample of 300 British college students completed the Alcohol Use Disorders Identification Test, Hospital Anxiety and Depression Scale, and Meta-Cognitions Questionnaire 30. Metacognitive traits, emotions, and alcohol dependence were positively intercorrelated.

Negative emotions and alcohol dependence symptoms in British Indian and White college students.

This study investigated cross-cultural differences in the association between negative emotions and alcohol dependence symptoms in British Indian and White college students. Based on a study of levels of alcohol consumption (Spada & Moneta, 2004), it was hypothesized that the association between negative emotions and alcohol dependence symptoms would be present only in British White students. A sample of 150 British Indian students and 150 British White students completed the Alcohol Use Disorders Identification Test (AUDIT) and the Hospital Anxiety and Depression Scale (HADS).

The relative contribution of metacognitive beliefs and expectancies to drinking behaviour.

Aim: Alcohol expectancies refer to the effects of alcohol use anticipated by an individual. Metacognitive beliefs about alcohol use are a specific form of alcohol expectancy relating to the beliefs individuals hold about the effects of alcohol on cognition and emotion.

Method: A community sample of 355 individuals completed measures of alcohol expectancies, metacognitive beliefs about alcohol use, and drinking behaviour.

Metacognition as a mediator of the relationship between emotion and smoking dependence.

This study investigated the role of metacognition as a mediator of the relationship between emotion and smoking dependence. A sample of 104 smokers completed the following questionnaires: Hospital Anxiety and Depression Scale (HADS), Metacognitions Questionnaire 30 (MCQ-30), and Fagerström Test of Nicotine Dependence (FTND). Three dimensions of metacognition (positive beliefs about worry, negative beliefs about worry concerning uncontrollability and danger, and beliefs about cognitive confidence) were found to be positively and significantly correlated with smoking dependence.

Differing profiles of developmental experiences across types of organized youth activities.

This study inventoried the types of developmental and negative experiences that youth encounter in different categories of extracurricular and community-based organized activities. A representative sample of 2,280 11th graders from 19 diverse high schools responded to a computer-administered protocol. Youth in faith-based activities reported higher rates of experiences related to identity, emotional regulation, and interpersonal development in comparison with other activities.

Think positively and feel positively: optimism and life satisfaction in late life.

This study developed a dispositional path model of life satisfaction for community dwelling Chinese elderly living in Hong Kong. A sample of 117 elderly completed scales measuring life satisfaction, optimism, self-esteem, relationship harmony, self-construals, and perceived/expected health and financial status. Modeling revealed that life satisfaction was predicted by self-esteem and relationship harmony, which in turn were predicted by independent and interdependent self-construals, respectively.

Continuity, stability, and change in daily emotional experience across adolescence.

This longitudinal study examined change in adolescents' daily range of emotional states between early and late adolescence. A sample of 220 youth provided reports on their daily emotions at random times during two 1-week periods. At Time 1 they were in the fifth through eighth grades; 4 years later, at Time 2, they were in the ninth through twelfth grades.