When Depression Mediates the Relationship between Entity Beliefs and Performance

Autor/inn/en	Da Fonseca, David; Cury, Francois; Santos, Andreia; Payen, Vincent; Bounoua, Lenda; Brisswalter, Jeannick; Rufo, Marcel; Poinso, Francois; Deruelle, Christine
Titel	When Depression Mediates the Relationship between Entity Beliefs and Performance
Quelle	In: Child Psychiatry and Human Development, 40 (2009) 2, S.213-222 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-398X
DOI	10.1007/s10578-008-0122-9
Schlagwörter	Academic Achievement; Questionnaires; Program Effectiveness; Depression (Psychology); Correlation; Foreign Countries; Adolescents; Intelligence Quotient; Preadolescents; Predictor Variables; Mathematics Achievement; Symptoms (Individual Disorders); France; Childrens Depression Inventory + Suchen Sie Ihr Suchwort? Schulleistung; Fragebogen; Korrelation; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Intelligenzquotient; Pre-adolescence; Präadoleszenz; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Psychiatrische Symptomatik; Frankreich
Abstract	The aim of this study was to determine whether depression can explain the negative relationship between academic performance and the belief that intelligence is a fixed trait, i.e., entity belief. A sample of 353 French volunteer adolescents (age 11-16) completed questionnaires assessing entity theory and depressive symptoms (Children Depression Inventory: CDI). Academic performance was assessed by math performance while controlling for baseline level of math ability. Results of this study revealed that entity theory is a significant negative predictor of academic performance and a significant positive predictor of depression. Importantly, our findings also show that depression plays a significant mediating role between entity theory and academic performance. Our findings indicate that individuals who consider their abilities to be non-malleable are more likely to develop depressive symptoms which, in turn, decrease academic performance. These findings contribute to tailoring specific prevention and treatment programs for childhood and adolescent depression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10