When Depression Mediates the Relationship Between Entity Beliefs and Performance View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

2008-11-28

AUTHORS

David Da Fonseca, François Cury, Andreia Santos, Vincent Payen, Lenda Bounoua, Jeannick Brisswalter, Marcel Rufo, François Poinso, Christine Deruelle

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. More... »

PAGES

213-222

References to SciGraph publications

  • 2000-03. Depression and School Functioning in Non-Referred Adolescents: A Pilot Study in CHILD PSYCHIATRY & HUMAN DEVELOPMENT
  • Identifiers

    URI

    http://scigraph.springernature.com/pub.10.1007/s10578-008-0122-9

    DOI

    http://dx.doi.org/10.1007/s10578-008-0122-9

    DIMENSIONS

    https://app.dimensions.ai/details/publication/pub.1047030786

    PUBMED

    https://www.ncbi.nlm.nih.gov/pubmed/19039661


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