Dysfunctional attitudes and emotional disturbances of students

Goluban, Martina. (2013). Dysfunctional attitudes and emotional disturbances of students. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology. [mentor Jokić-Begić, Nataša].

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Abstract

Cognitive theories assume that dysfunctional attitudes could be associated with the emergence of psychological disorders. The aim of this study was to investigate the expressiveness of dysfunctional attitudes with regard to expressiveness of symptoms of depression, anxiety and stress in student sample. Research was conducted on a sample of 294 students from 16 different faculties of the University of Zagreb. Dysfunctional attitudes were assessed using The Dysfunctional Attitude Scale (DAS-A) and The Depression, Anxiety and Stress Scale (DASS-21) was used to measure symptoms of psychological disturbances. Most of participants in this study reported moderate level of dysfunctional attitudes. It has been shown that participants with higher levels of dysfunctional attitudes had more symptoms of depression, anxiety and stress. Participants who have prominent disturbance on one of the DASS-21 subscales have significantly more dysfunctional attitudes of participants who on the same subscale achieve result in the category of normal (no disturbance), which is most apparent at depression. Furthermore, the results showed that there is significant difference in expressiveness of dysfunctional attitudes with respect to clinical expressiveness of specific dimensions of disturbances identified on the DASS-21. Participants with no clinical elevations on subscales have significantly less dysfunctional attitudes from participants who have elevations on two or three subscales.

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