Matching Items (3)
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- All Subjects: Anxiety
- Creators: Grimm, Kevin
Description
Anxiety disorder diagnosis is a risk factor for alcohol use disorders (AUDs), but mechanisms of risk are not well understood. Studies show that anxious individuals receive greater negative reinforcement from alcohol when consumed prior to a stressor, but few studies have examined whether anxious individuals receive greater negative (or positive) reinforcement from alcohol in a general drinking context (i.e., no imminent stressor). Previous studies have also failed to examine possible moderating effects of specific drinking contexts (e.g., drinking in a group or alone). Finally, no studies have investigated mediating variables that might explain the relationship between anxiety and reinforcement from alcohol, such as physiological response to alcohol (e.g., cortisol response). Data for this study were drawn from a large alcohol administration study (N = 447) wherein participants were randomized to receive alcohol (target peak BAC: .08 g%) or placebo in one of four contexts: group simulated bar, solitary simulated bar, group sterile laboratory, solitary sterile laboratory. It was hypothesized that anxiety would be associated with positive subjective response (SR) under alcohol (above and beyond placebo), indicating stronger reinforcement from alcohol. It was also hypothesized that social and physical drinking context would moderate this relationship. Finally, it was hypothesized that anxiety would be associated with a blunted cortisol response to alcohol (compared to placebo) and this blunted cortisol response would be associated with stronger positive SR and weaker negative SR. Results showed that anxiety was not associated with positive SR in the full sample, but drinking context did moderate the anxiety/SR relationship in most cases (e.g., anxiety was significantly associated with positive SR (stimulation) under placebo in solitary contexts only). There was no evidence that cortisol response to alcohol mediated the relationship between anxiety and SR. This study provides evidence that anxious drinkers expect stronger positive reinforcement from alcohol in solitary contexts, which has implications for intervention (e.g., modification of existing interventions like expectancy challenge). Null findings regarding cortisol response suggest alcohol’s effect on cortisol response to stress (rather than cortisol response to alcohol consumption) may be more relevant for SR and drinking behavior among anxious individuals.
ContributorsMenary, Kyle Robert (Author) / Corbin, William (Thesis advisor) / Chassin, Laurie (Committee member) / Meier, Madeline (Committee member) / Grimm, Kevin (Committee member) / Arizona State University (Publisher)
Created2018
Description
This dissertation examined how anxiety levels and social competence change across the course of early elementary school, as well as how individual differences at the transition to kindergarten may influence these trajectories. Previous research has supported unidirectional relations among anxiety and social competence, but few studies explore how inter- and intra-individual changes in social competence and anxiety may be related across time. From a developmental perspective, studying these trajectories following the transition to kindergarten is important, as cognitive and emotion regulation capacities increase markedly across kindergarten, and the relative success with which children navigate this transition can have a bearing on future social and emotional functioning across elementary school. In addition, given gender differences in anxiety manifestation and social competence development broadly, gender differences were also examined in an exploratory manner. Data from parent and teacher reports of a community sample of 291 children across kindergarten, 1st, and 2nd grades were analyzed. Results from bivariate growth models revealed steeper increases in anxiety, relative to peers in the sample, were associated with steeper decreases in social competence across time. This finding held after controlling for externalizing behavior problems at each time point, which suggests that relations among anxiety and social competence may be independent of other behavior problems commonly associated with poor social adjustment. Temperament variables were associated with changes in social competence, such that purportedly "risky" temperament traits of higher negative emotionality and lower attention control were associated with concurrently lower social competence in kindergarten, but with relatively steeper increases in social competence across time. Temperament variables in kindergarten were unrelated with changes in anxiety across time. Gender differences in relations among anxiety in kindergarten and growth in social competence also were revealed. Findings for teacher and parent reports of child behavior varied. Results are discussed with respect to contexts that may drive differences between parent and teacher reports of child behavior, as well as key developmental considerations that may help to explain why kindergarten temperament variables examined herein appear to predict changes in social competence but not changes in anxiety levels.
ContributorsParker, Julia Humphrey (Author) / Pina, Armando A. (Thesis advisor) / Grimm, Kevin (Committee member) / Doane, Leah D. (Committee member) / Valiente, Carlos (Committee member) / Arizona State University (Publisher)
Created2016
Description
Depression and anxiety are among the most prevalent psychiatric disorders for adults and adolescents and can be intergenerationally transmitted from parents to their children. Moreover, depressive and anxiety disorders often develop during adolescence. Additionally, family environment and the parent-child relationship are significant predictors of mental health among adolescents. Yet, few studies have considered how adolescent depression and anxiety problems may influence the family environment and mental health of parents. Moreover, even fewer studies have examined how depressive and anxious intergenerational pathways may vary by racial/ethnic status. As such, bidirectional effects of parent and adolescent depressive and anxiety problems were investigated using data from the Adolescent Brain and Cognitive Development (ABCD) study at Time 1 (T1)(Mage = 9.92, n=11,861), Time 2 (T2), and Time 3 (T3). Each follow-up was approximately one-year apart. Multiple path analysis models were used to examined bidirectional associations between parent and adolescent A) depressive problems B) anxiety problems and C) depressive and anxiety problems from T1 to T3 and how family conflict and adolescent-reported parental acceptance at T2 mediated these associations. Measurement invariance testing and multigroup analyses were conducted across non-Hispanic White, Hispanic, and non-Hispanic Black participants to examine if depressive and anxious pathways or measurement differed by racial-ethnic status. Findings revealed that both adolescent and parent depression problems at T1 predicted increases in depression at T3. Greater adolescent or parent anxiety problems at T1 predicted increases in adolescent and parent anxiety problems at T3. Greater family conflict and lower perceived parental acceptance at T2 predicted increases in adolescent depressive problems but did not predict adolescent anxiety problems over time. Parental depressive and anxiety problems at T1 did not predict adolescent-reported parental acceptance at T2 but did predict greater family conflict. Measurement noninvariance was found for family conflict and adolescent depressive problems. Multigroup analyses revealed that the association between both depressive and anxiety problems from T1 to T3 was weaker among Black adolescents compared to White and Hispanic adolescents. In summary, this research contributes valuable insights into the measurement of and relationship between parent and adolescent mental health, family dynamics, and adolescent perceived parental acceptance.
ContributorsJamil, Belal (Author) / Su, Jinni (Thesis advisor) / Doane, Leah (Committee member) / Grimm, Kevin (Committee member) / Arizona State University (Publisher)
Created2024