(PS3-C73) Beyond the Negative: The Moderating Role of Problem-solving Beliefs on the Association Between Co-rumination and Anxiety in College Students

Co-rumination is an interpersonal form of rumination involving friends repeatedly discussing their problems and dwelling on negative emotions (Rose, 2002). However, it has tradeoffs; while it is associated with improved friendship quality, it also predicts increased anxiety, at least among adolescent girls (Rose, 2007). Less is known about co-rumination and its outcomes in college students. Because they are deeply embedded in peer social structures, co-rumination may be an important predictor of anxiety in college students, 63% percent of whom experience “overwhelming” anxiety (ACHA, 2018). Furthermore, it may be important to help college students maintain the social benefits of co-rumination while mitigating negative impacts on emotional adjustment. Given that past research suggests modifying beliefs about rumination can reduce its negative effects (Papageorgiou & Wells, 2004), we hypothesize that beliefs about co-rumination may also minimize co-rumination-related anxiety. Factor analyses indicate that beliefs about co-rumination can be categorized into four factors, only one of which is correlated with higher levels of friendship closeness but not anxiety – beliefs that co-rumination aids problem-solving (Mears et al., 2023). Thus, the aim of the present study was to examine the association between co-rumination and anxiety symptoms in college students and if beliefs about problem-solving may moderate that association. 

A sample of 747 college students (Mage = 19.46, SD = 1.49; 68% female) completed self-report surveys online, including the Co-Rumination Questionnaire, Beck Anxiety Inventory, Friendship Closeness Index, and Beliefs about Co-Rumination Scale. The sample was racially/ethnically diverse: 47% Asian, 37% White, 7% Black, 14% Latinx.  

Consistent with past research in adolescent girls, co-rumination was positively correlated with emotional friendship closeness (r(742) = .23, p < .001) and anxiety symptoms (r(743) = .15, p < .001). In a regression model with co-rumination and all four types of beliefs about co-rumination predicting anxiety, there was a significant interaction between co-rumination and beliefs that co-rumination aids problem-solving (b = -.005, p = .034). Specifically, for college students who reported strong beliefs that co-rumination aids problem-solving, there was no significant relation between co-rumination and anxiety symptoms. However, for college students who reported low levels of beliefs that co-rumination aids problem-solving, co-rumination was positively and significantly associated with anxiety. The two-way interaction was not moderated by gender, indicating the interaction effect was consistent across genders (p = .267). 

Our results suggest that beliefs about the utility of co-rumination may be a key intervention target in addressing anxiety in college students. Shifting beliefs to view co-rumination as an opportunity to problem solve may enable individuals to reap the interpersonal benefits of co-rumination while preventing increased anxiety symptoms. In an uncertain post-pandemic world, it may be especially important to help college students develop positive beliefs that facilitate adaptive interpersonal coping mechanisms and well-being.