Background: Recognition of pregnancy-related anxiety as a distinct anxiety is supported by evidence differentiating it from general anxiety and depression. Adverse associations with pregnancy-related anxiety further support this distinction. An influential study by Huizink et al. (2004), demonstrated that anxiety and depression contribute little to the variance of pregnancy-related anxiety, yet this study has not been replicated. Further, addressing limitations of the original study will provide further clarity to the findings.
Methods: Participants (N=1209), were recruited online and completed three scales: pregnancy-related anxiety, general anxiety and depression. Multiple regression assessed the unique contribution of general anxiety and depression (predictors) to pregnancy-related anxiety scores (criterion) for each trimester.
Results: Across pregnancy, general anxiety and depression explained only 2-23% of the variance in the pregnancy-related anxiety scores. Anxiety and depression showed small unique contributions for some trimesters and specific areas of concern, ranging from 2 to 11%. Comparisons to the original Huizink study showed most results were comparable.
Conclusions: The methodology and more detailed analyses employed addressed noted limitations of the Huizink study. Findings that the contribution of general anxiety and depression to the variance in pregnancy-related anxiety scores was low, supports previous conclusions that pregnancy-related anxiety is a discrete anxiety type. Recognition of this unique anxiety (associated with many deleterious outcomes) may provide opportunity for prenatal screening/early intervention, potentially resulting in improved pregnancy outcomes. Limitations include no exclusion of women deemed as high-risk pregnancy and the pregnancy-related anxiety scale limited in its ability to fully assess this anxiety type.
Keywords: Antenatal; Anxiety; Mood; Pregnancy; Pregnancy-related.
Copyright © 2018 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.