TY - JOUR
T1 - Modeling the connection between selfreported trauma and dissociation in a student sample.
AU - Merckelbach, H.L.G.J.
AU - Horselenberg, R.
AU - Schmidt, H.G.
PY - 2002/1/1
Y1 - 2002/1/1
N2 - A sample of 109 undergraduate students completed the Dissociative Experiences Scale and self-report measures on absent-mindedness, fantasy proneness, and childhood trauma. As in previous studies, dissociative tendencies were strongly related to absent-mindedness and fantasy proneness. Also, dissociative symptoms were linked to trauma self-reports. Structural equation modeling analyses showed that both the conventional trauma-dissociation model and an alternative dissociation-trauma model provided an adequate fit to our data. Thus, our results demonstrate that cross-sectional and non-clinical studies relying on self-reports of dissociation and trauma should seriously consider the possibility that dissociation, together with its correlates absent-mindedness and fantasy proneness, contribute to trauma self-reports.
AB - A sample of 109 undergraduate students completed the Dissociative Experiences Scale and self-report measures on absent-mindedness, fantasy proneness, and childhood trauma. As in previous studies, dissociative tendencies were strongly related to absent-mindedness and fantasy proneness. Also, dissociative symptoms were linked to trauma self-reports. Structural equation modeling analyses showed that both the conventional trauma-dissociation model and an alternative dissociation-trauma model provided an adequate fit to our data. Thus, our results demonstrate that cross-sectional and non-clinical studies relying on self-reports of dissociation and trauma should seriously consider the possibility that dissociation, together with its correlates absent-mindedness and fantasy proneness, contribute to trauma self-reports.
U2 - 10.1016/S0191-8869(01)00070-8
DO - 10.1016/S0191-8869(01)00070-8
M3 - Article
SN - 0191-8869
VL - 32
SP - 695
EP - 705
JO - Personality and Individual Differences
JF - Personality and Individual Differences
IS - 4
ER -