Self-compassion, Self-criticism, Parent-child Attachment Moderate the Relation Between Anxious ...

239 Pages·2016·3.49 MB·English

by  Divya Peter

Self-compassion, Self-criticism, Parent-child Attachment Moderate
the Relation Between Anxious Solitude and Psychosocial Adjustment
in Early Adolescence

Divya Peter

Submitted in total fulfillment of the requirements of the degree of Doctor of Philosophy

August, 2016

Department of Psychological Sciences

The University of Melbourne

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“This is my belief: that through difficulties and problems God gives us the
opportunity to grow. So, when your hopes and dreams and goals are dashed,
search among the wreckage, you may find a golden opportunity hidden in the
ruins” – A.P.J Abdul Kalam

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Declaration

This is to certify that:

i. the thesis comprises only my original work towards the PhD except
where due acknowledgment has been made in the text to all other
material used,
ii. the thesis is fewer than 100 000 words in length, exclusive of tables, maps,
bibliographies and appendices as approved by the Research Higher Degrees
Committee.

Divya Peter

Student No.: 575331

Date: 17 Aug, 2016

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Acknowledgements

First and foremost, I would like to thank my supervisor Dr. Heidi Gazelle, for her outstanding support
and guidance, who played a crucial role in my development as a researcher.

Thank you for my Committee members, Dr. Paul Dudgeon for all the inspiration, statistical help, and
availability, whenever I needed assistance; Dr. Margot Prior for her continuous encouragement,
support and mentorship and Dr. Nick Allen for the invaluable suggestions and guidance that has
helped me to shape my thesis better.

Thank you to all my unimelb friends for all the inspiring conversations, chats, fun and laughter
making my PhD journey a more enjoyable experience. Thank you Maedeh, my lovely officemate, for
all the timely help with writing my thesis, valuable suggestions, encouragement, proof-reading efforts
and genuine support throughout my PhD.

Thank you to my awesome MNSH sisters for their continuous prayers, care and kind words that has
always cheered me up and given me strength to move forward. Thank you to my dearest MNSH
friends for all their love, the emotional cathartic sessions, motivational pep talks and proof-reading
help.

Thank you so much to my parents, Peter and Nirmala, for their unconditional love and support, and
believing in me throughout my PhD rollercoaster ride. Thank you to my dearest siblings, Deepa Jins
and Praveen for their reassurances and being always there for me. Thank you to my nephews, Daniel
and Samuel, for their cutest smiles that has always brightened up my days.

Thank you all the unimelb staff, my friends and relatives for all their timely guidance and assistance. I
would not have completed my PhD without your help.

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Summary of Contents
DECLARATION…………………………………………...………………………………………...iii
ACKNOWLEDGEMENTS ................................................................................................................ iv
SUMMARY OF CONTENTS .............................................................................................................. v
LISTS OF TABLES ............................................................................................................................. vi
LISTS OF FIGURES ........................................................................................................................... ix
ABSTRACT .......................................................................................................................................... xi
TABLE OF CONTENTS.................................................................................................................. xiv
CHAPTER 1: INTRODUCTION ........................................................................................................ 1
CHAPTER 2: SELF-COMPASSION AND SELF-CRITICISM AS MODERATORS OF THE
RELATION BETWEEN ANXIOUS SOLITUDE AND DEPRESSIVE SYMPTOM
TRAJECTORIES FROM 5TH THROUGH 7TH GRADE ................................................................ 55
CHAPTER 3: ALTERNATE MODELS WITH PEER-REPORTED VARIABLES ................. 100
CHAPTER 4: ORIGINS OF SELF-COMPASSION AND SELF-CRITICISM ........................ 132
CHAPTER 5: PARENTAL ATTACHMENT SECURITY AS A MODERATOR OF SELF-
COMPASSION AND SELF-CRITICISM TRAJECTORIES IN ANXIOUS SOLITARY
YOUTH .............................................................................................................................................. 142
CHAPTER 6: ALTERNATE MODELS PEER-REPORTED ANXIOUS SOLITUDE ............. 169
CHAPTER 7: GENERAL DISCUSSION ...................................................................................... 189
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LISTS OF TABLES

Chapter 2

Table 2.1 Intercorrelations Among all Self-reported Variables From 5th Through 7th Grade………...68

Table 2.2 Unconditional Self-reported Depressive Symptom Trajectories From 5th to 7th Grade...…...70

Table 2.3 Groups With all Possible Combination of Anxious Solitude, Self-compassion and Self-
criticism………………………………………………………………………………………………..72

Table 2.4 Self-reported Depressive Symptom Trajectories From 5th to 7th Grade With Anxious
Solitude × Self-compassion Interaction……………………………………………………………….73

Table 2.5 Self-reported Depressive Symptom Trajectories for Groups With all Possible Combinations
of Anxious Solitude and Self-compassion…..………………………………………………………...76

Table 2.6 Self-reported Depressive Symptom Trajectories From 5th to 7th Grade With Anxious
Solitude × Exclusion × Self-compassion Interaction…………………………………………………79

Table 2.7 Self-reported Depressive Symptom Trajectories From 5th to 7th Grade With Anxious
Solitude × Self-criticism Interaction.………………………………………………………………….81

Table 2.8 Self-reported Depressive Symptom Trajectories for Groups With all Possible Combinations
of Anxious Solitude and Self-criticism…………………….…………………………………………84

Table 2.9 Self-reported Depressive Symptom Trajectories From 5th to 7th Grade With Anxious
Solitude × Exclusion × Self-criticism Interaction……………………………………………………..87

Chapter 3

Table 3.1 Intercorrelations among all Peer-reported Variables, Self-compassion and Self-criticism
From 5th through 7th grade……………...…………………………………………………………….103

Table 3.2 Unconditional Peer-reported Depressive Symptom Trajectories…………………………104

Table 3.3 Groups With all Possible Combinations of Peer-reported Anxious Solitude, Self-reported
Self-compassion and Self-reported Self-criticism……………………….…………………………..107

Table 3.4 Peer-reported Depressive Symptom Trajectories for From 5th to 7th Grade With Anxious
Solitude × Self-compassion Interaction……………………………………………………………....109

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Table 3.5 Peer-reported Depressive Symptom Trajectories for Groups With all Possible Combinations
of Anxious Solitude and Self-compassion…………………………………………………………...111

Table 3.6 Peer-reported Depressive Symptom Trajectories From 5th to 7th Grade With Anxious
Solitude × Self-compassion × Exclusion Interaction……...…………………………………………114

Table 3.7 Peer-reported Depressive Symptom Trajectories From 5th to 7th Grade With Anxious
Solitude × Self-criticism Interaction…………………………………………………………………116

Table 3.8 Peer-reported Depressive Symptom Trajectories for Groups With all Possible Combinations
of Anxious Solitude and Self-criticism………………………………………………………………118

Table 3.9 Peer-reported Depressive Symptom Trajectories From 5th to 7th Grade With Anxious
Solitude × Self-compassion × Exclusion Interaction…...……………………………………………121

Table 3.10 Self-reported Depressive Symptom Trajectories for Groups With all Possible
Combinations of Self-compassion and Self-criticism…………………………………….………….124

Table 3.11 Peer-reported Depressive Symptom Trajectories for Groups With all Possible
Combinations of Self-compassion and Self-criticism…………………………………….………….126

Chapter 5

Table 5.1 Intercorrelations Among all Variables From 5th Through 7th Grade………………………153
Table 5.2 Unconditional Self-compassion Trajectories From 5th Through 7th Grade……………....154
Table 5.3 Conditional Self-compassion Trajectories from 5th Through 7th Grade With Peer-reported
Anxious Solitude × Maternal Attachment Security × Paternal Attachment Security Interaction…...155

Table 5.4 Unconditional Self-criticism Trajectories From 5th Through 7th Grade…………………..158

Table 5.5 Conditional Self-criticism Trajectories from 5th Through 7th Grade With Peer-reported
Anxious Solitude × Maternal Attachment Security × Paternal Attachment Security Interaction...…159

Chapter 6

Table 6.1 Self-compassion Trajectories From 5th Through 7th Grade with Self-reported Anxious
Solitude × Maternal Attachment Security × Paternal Attachment Security Interaction……………..172
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Table 6.2 Self-compassion Trajectories From 5th Through 7th Grade With Self-reported Anxious
Solitude × Maternal Attachment Security Interaction……………………………………………….174

Table 6.3 Self-compassion Trajectories From 5th Through 7th Grade with Self-reported Anxious
Solitude × Paternal Attachment Security Interaction………………………………………………...177

Table 6.4 Self-criticism Trajectories From 5th Through 7th Grade with Self-reported Anxious Solitude
× Maternal Attachment Security × Paternal Attachment Security Interaction………………………179

Table 6.5 Self-criticism Trajectories From 5th Through 7th Grade with Self-reported Anxious Solitude
× Maternal Attachment Security Interaction………...……………………………………………….181

Table 6.6 Self-criticism Trajectories From 5th Through 7th Grade with Self-reported Anxious Solitude
× Paternal Attachment Security Interaction………………………………………………………….183
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LISTS OF FIGURES

Chapter 2

Figure 2.1. Prototypical mean self-reported depressive symptom trajectory modeled over linear
time……………………………………………………………………………………………………69

Figure 2.2. Continuous model. Prototypical self-reported depressive symptom trajectories of children
with high versus low levels of self-reported anxious solitude and self-reported self-compassion……74

Figure 2.3. Group model. Self-reported depressive symptom trajectories of groups of children with all
possible combinations of anxious solitude and self-compassion…………………………………...…77

Figure 2.4. Prototypical self-reported depressive symptom trajectories of children with high versus
low levels of self-reported anxious solitude and self-reported self-criticism………………...….……82

Figure 2.5. Group model. Self-reported depressive symptom trajectories of groups of children with all
possible combinations of anxious solitude and self-criticism………………………………………...85

Chapter 3

Figure 3.1. Prototypical mean peer-reported depressive symptom trajectory modeled over linear
time…………………………………………………………………………………………………..105

Figure 3.2. Group model. Peer-reported depressive symptom trajectories of groups of children with all
possible combinations of peer-reported anxious solitude and self-compassion………………….….112

Figure 3.3. Peer-reported depressive symptom trajectories for prototypical children with high versus
low levels of peer-reported anxious solitude and self-criticism……………………………………..117

Figure 3.4. Group model. Peer-reported depressive symptom trajectories of groups of children with all
possible combinations of peer-reported anxious solitude and self-criticism………………………...119

Figure 3.5. Group model. Self-reported depressive symptom trajectories of groups of children with all
possible combinations of self-compassion and self-criticism………………………………………..125

Figure 3.6. Group model. Peer-reported depressive symptom trajectories of groups of children with all
possible combinations of self-compassion and self-criticism…………………………………..……127

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Chapter 5

Figure 5.1. Representations of attachment security with mothers and fathers moderates the relation
between peer-reported anxious solitude and self-compassion trajectories from 5th to 7th grade…….157

Figure 5.2. Representations of attachment security with mothers and fathers moderates the relation
between peer-reported anxious solitude and self-criticism trajectories from 5th to 7th grade………..160

Chapter 6

Figure 6.1 a. Self-compassion trajectories of boys with high anxious solitude and high versus low
maternal attachment security…………………………………………….………………………… .175

Figure 6.1 b. Self-compassion trajectories of girls with high anxious solitude and high versus low
maternal attachment security………………………………..……………………………………….176

Figure 6.2. Self-criticism trajectories of children with high versus low self-reported anxious solitude
and maternal attachment security……………………………………………………………….…...182

Figure 6.3. Self-criticism trajectories of children with high versus low self-reported anxious solitude
and paternal attachment security……………………………………………………………….…...184

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