Worry, Mood and Stop Rules in Young Adolescents: Does the Mood-as-Input Theory Apply?

Abstract

The present study used a mixed methods approach to test the mood-as-input theory of perseverative worry in young adolescents. In an experiment young adolescents were randomized into four groups (positive or negative mood, each with ‘as many as can’ or ‘feel like continuing’ stop rules). However, there was no impact of mood and/or stop rules on perseveration of worry. Some evidence for the mood as input theory was provided by adolescents' qualitative reports of using mood and stop rules as information when deciding to stop worrying. Furthermore, cross-sectional data concurred with adult studies, suggesting trait worry is associated with ‘as many as can’ stop rules and initial negative mood. It is proposed that worry status might interact in complex ways when both mood and stop rules are manipulated and that developmental issues might have impacted on the participants' ability to follow the stop rule allocated.