Depressive reactions to academic failure: A test of the diathesis-stress and mediation components of the hopelessness model of depression

This study aimed to test the diathesis-stress and mediation components of t he hopelessness model of depression in an academic context. University stud ents completed measures of attributional style and depression at the beginn ing of the academic year and again at the end of the academic year. In addi tion, approximately 4 months after the initial testing session, students we re asked for their particular attributions for their mid-semester examinati on performance and completed the depression measure again. A synchronous, b ut not prospective, relationship was found between attributional style and depression. However, the diathesis-stress component of the hopelessness mod el received strong support as there was a significant interaction between a ttributional style and grade satisfaction in the prediction of students' mo re enduring depressive reaction. Here, unlike previous studies, the longer term depressive reaction was assessed several months following the experien ce of a negative life event. This result provides support for the model's c ontention that a depressogenic attributional style is a vulnerability facto r for the development of an enduring depressive reaction. In contrast, no s upport whatsoever was received for the model's claim that depressive reacti ons are mediated by particular attributions.