When Depression Mediates the Relationship Between Entity Beliefs and Performance

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.
Type de document :
Article dans une revue
Child Psychiatry and Human Development, Springer Verlag, 2008, 40 (2), pp.213--222. 〈10.1007/s10578-008-0122-9〉
Liste complète des métadonnées

https://hal-univ-tln.archives-ouvertes.fr/hal-01342027
Contributeur : Cécile Ferran <>
Soumis le : mardi 5 juillet 2016 - 11:51:13
Dernière modification le : lundi 27 août 2018 - 09:44:38

Lien texte intégral

Identifiants

Collections

Citation

David Da Fonseca, François Cury, Andreia Santos, Vincent Payen, Lënda Bounoua, et al.. When Depression Mediates the Relationship Between Entity Beliefs and Performance. Child Psychiatry and Human Development, Springer Verlag, 2008, 40 (2), pp.213--222. 〈10.1007/s10578-008-0122-9〉. 〈hal-01342027〉

Partager

Métriques

Consultations de la notice

134