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Is anxiety associated with negative interpretations of ambiguity in children and adolescents? A systematic review and meta-analysis
Version 2 2023-06-12, 08:43
Version 1 2023-06-09, 07:50
journal contribution
posted on 2023-06-12, 08:43 authored by Suzannah Stuijfzand, Cathy Creswell, Andy FieldAndy Field, Samantha Pearcey, Helen DoddBackground The tendency to interpret ambiguity as threat (‘negative interpretation’) has been implicated in cognitive models of anxiety. A significant body of research has examined the association between anxiety and negative interpretation, and reviews suggest there is a robust positive association in adults. However, evidence with children and adolescents has been inconsistent. This study aimed to provide a systematic quantitative assessment of the association between anxiety and negative interpretation in children and adolescents. Methods Following systematic searches and screening for eligibility, 345 effects sizes from 77 studies were meta-analysed. Results Overall a medium positive association was found between anxiety and negative interpretation in children and adolescents (d ^ = 0.62). Two variables significantly moderated this effect. Specifically, the association increased in strength with increasing age and when the content of ambiguous scenarios matched the anxiety subtype under investigation. Conclusions Results extend findings from adult literature by demonstrating an association in children and adolescents with evidence for content specificity in the association. Age effects imply a role for development. Results raise considerations for when and for whom clinical treatments for anxiety focusing on interpretation bias are appropriate. The vast majority of studies included in the review have used correlational designs and there are a limited number of studies with you ng children. The results should be considered with these limitations in mind.
History
Publication status
- Published
File Version
- Published version
Journal
Journal of Child Psychology and Psychiatry and Allied DisciplinesISSN
0021-9630Publisher
WileyExternal DOI
Issue
11Volume
59Page range
1127-1142Department affiliated with
- Psychology Publications
Full text available
- Yes
Peer reviewed?
- Yes
Legacy Posted Date
2017-09-07First Open Access (FOA) Date
2018-04-20First Compliant Deposit (FCD) Date
2017-09-07Usage metrics
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