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Trait Rumination, Depression, and Executive Functions in Early Adolescence

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Abstract

Although deficits in executive functions have been linked with both depression and rumination in adulthood, the nature of the relationship between these constructs is not well understood and remains understudied in adolescence. The present study examined the relationship of rumination and depression to deficits in executive functions in early adolescence, a critical developmental period for the emergence of depression and rumination and the development of executive functions. Participants were 486 early adolescents (52.7 % female; 47.1 % African American, 48.8 % Caucasian; 4.2 % Biracial/Multiracial/Other; M age = 12.88 years; SD = .62) and their mothers, recruited through local schools. Measures included (a) a semi-structured diagnostic interview of the mother and adolescent, (b) youth self-report forms assessing depressive symptoms and trait rumination, (c) mother-report forms assessing demographic information, and (d) behavioral tests of executive function (sustained, selective and divided attention, attentional set shifting, and working memory). Gender moderated rumination-set shifting associations, such that rumination predicted better set shifting in boys only. The current level of depressive symptoms moderated rumination-sustained attention associations, such that rumination predicted better sustained attention in those with low levels of depressive symptoms and worse sustained attention in those with high levels of depressive symptoms. Rumination did not predict performance on other measures of executive functions. Likewise, depressive symptoms and diagnosis were not associated with executive functions. Implications for future research are discussed.

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Acknowledgments

This research was supported by National Institute of Mental Health grants MH79369 and MH101168 to Lauren B. Alloy.

Conflict of interest

The authors declare no conflicts of interest.

Authors’ Contributions

L.B.A. and L.Y.A. conceived of the large scale longitudinal study that is the source of the archival data used for this research, including selection of study measures. C.W. conceived of the study question and hypotheses, assisted in data collection, performed the statistical analysis, drafted and wrote the manuscript. L.B.A. assisted in formulation of hypotheses and interpretation of research findings and reviewed and edited the manuscript. All authors read and approved the final manuscript.

Ethical Standards

This study was approved by the institution’s internal review board and has therefore been performed in accordance with the ethical standards laid down in the 1964 Declaration of Helsinki and its later amendments. All persons gave their informed consent prior to their inclusion in the study.

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Authors and Affiliations

  1. Department of Psychology, Temple University, 1701 N. 13th Street, Philadelphia, PA, 19122, USA

    Clara A. Wagner & Lauren B. Alloy

  2. Department of Psychology, University of Wisconsin-Madison, 1202 West Johnson Street, Madison, WI, 53706, USA

    Lyn Y. Abramson

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Wagner, C.A., Alloy, L.B. & Abramson, L.Y. Trait Rumination, Depression, and Executive Functions in Early Adolescence. J Youth Adolescence 44, 18–36 (2015). https://doi.org/10.1007/s10964-014-0133-8

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