Models of cognitive mediation and moderation in child depression.

Abstract

Negative cognitive errors, attributional style, positive and negative events, peer-nominated competence, and self-reported depression were assessed in 356 fourth, sixth, and eighth graders. Data supported theoretical models in which attributional style and cognitive errors mediated the relation of competence to depression. Data did not support models in which attributional style moderated the relation between either life events or competence and depression; however, weak support emerged for a moderational model involving negative life events and cognitive errors. The viability of diathesis-stress models in childhood, especially in which cognitive style is the diathesis, is critically examined.