Childhood maltreatment and anxiety and depression among Chinese adolescents: A moderated mediation model of intolerance of uncertainty and Behavioural inhibition system.
Ying-Ying Chen, Xiang Niu, Hai-Ping Liao, Jin-Liang Wang
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引用次数: 0
Abstract
Despite extensive research on childhood maltreatment's pathogenic effects, transdiagnostic mechanisms linking maltreatment to psychiatric disorders remain underexplored. This study examined intolerance of uncertainty (IU) as a mediator and the behavioural inhibition system (BIS) as a moderator in the associations between childhood maltreatment and both anxiety and depression. Data were collected from 3503 Chinese adolescents (51.0% male; Mage = 14.00, SD = 1.34). The results showed that IU mediated the associations between childhood maltreatment and both anxiety and depression. BIS significantly moderated direct and indirect pathways in both models. Notably, Johnson-Neyman analysis identified a transition point (at standardized BIS scores ≤ -1.80) where BIS' moderating effect on the maltreatment-depression pathway shifted from significant to non-significant. This pattern was not observed in the anxiety model. This divergence suggests distinct roles of BIS in anxiety versus depression. The findings suggest that IU and BIS may serve as potential intervention targets in efforts to mitigate the psychopathological outcomes associated with childhood maltreatment.
期刊介绍:
The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;