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Depression, problem-solving ability, and problem-solving appraisals.

K R Blankstein1, G L Flett, M E Johnston

  • 1Department of Psychology, Erindale College, University of Toronto, Mississauga, Ontario, Canada.

Journal of Clinical Psychology
|November 1, 1992
PubMed
Summary
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Depressed college students perceive their problem-solving skills as weaker, but their actual performance on problem-solving tasks remains comparable to their non-depressed peers. This highlights the impact of cognitive factors in depression.

Area of Science:

  • Psychology
  • Clinical Psychology
  • Cognitive Science

Background:

  • Depression is often associated with cognitive deficits.
  • Problem-solving is a key cognitive function potentially impacted by depression.

Purpose of the Study:

  • To investigate differences in problem-solving ability and appraisal between depressed and nondepressed college students.
  • To adapt the Means Ends Problem Solving Procedure (MEPS) for a college student population.

Main Methods:

  • Behavioral analytic methods were employed to develop a college student version of the MEPS.
  • The adapted MEPS and measures of perceived problem-solving ability were administered to depressed and nondepressed students.

Main Results:

Related Experiment Videos

  • Depressed students reported more negative expectations and lower self-appraisals of their problem-solving abilities.
  • No significant differences were found in the actual quality of behavioral solutions between depressed and nondepressed groups across various problem types.

    • Conclusions:

    • Cognitive factors, particularly negative self-appraisal of problem-solving, play a significant role in depression.
    • The findings support the cognitive model of depression, emphasizing the distinction between perceived and actual problem-solving competence.