Low Academic Competence in First Grade as a Risk Factor for Depressive Cognitions and Symptoms in Middle School

Autor/inn/en	Herman, Keith C.; Lambert, Sharon F.; Reinke, Wendy M.; Ialongo, Nicholas S.
Titel	Low Academic Competence in First Grade as a Risk Factor for Depressive Cognitions and Symptoms in Middle School
Quelle	In: Journal of Counseling Psychology, 55 (2008) 3, S.400-410 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0167
DOI	10.1037/a0012654
Schlagwörter	Females; Structural Equation Models; Prevention; Psychologists; Academic Achievement; Path Analysis; Counseling Psychology; Grade 7; Low Achievement; Grade 1; Risk; Depression (Psychology); Behavior Problems; Attention Deficit Disorders; Gender Differences; Intervention + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Prävention; Vorbeugung; Psychologist; Psychologe; Psychologin; Schulleistung; Pfadanalyse; Counselling psychology; Beratungspsychologie; School year 07; 7. Schuljahr; Schuljahr 07; Unterdurchschnittliche Leistung; School year 01; 1. Schuljahr; Schuljahr 01; Risiko; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Geschlechterkonflikt
Abstract	The present study investigated the role of low academic competence in the emergence of depressive cognitions and symptoms. Structural equation modeling was conducted on a longitudinal sample of African American boys (n = 253) and girls (n = 221). Results supported the hypothesized path models from academic competence in 1st grade to depressive symptoms in 7th grade, controlling for a host of correlated constructs (conduct problems, inattention, social problems). Perceived control in 6th grade mediated the effect of academic competence on depressive symptoms. Although the models fit the data well for both boys and girls, the path coefficients were notably larger for girls; in particular, multiple-group analysis revealed a statistically stronger effect of low academic competence on perceptions of control for girls. The study and findings fit well with counseling psychologists' commitment to prevention activities and to culture-specific research. Implications for designing interventions and prevention strategies for children with early academic problems are discussed. (Contains 4 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10