Hostname: page-component-cd9895bd7-lnqnp Total loading time: 0 Render date: 2024-12-27T21:21:00.988Z Has data issue: false hasContentIssue false
  • English
  • Français

Perceived Control Mediates the Relations between Depressive Symptoms and Academic Achievement in Adolescence

Published online by Cambridge University Press:  17 September 2015

Angelica Moè
Angelica Moè*
Affiliation:
University of Padova (Italy)
*
*Correspondence concerning this article should be addressed to Angelica Moè. Department of General Psychology. Via Venezia, 8. Padova (Italy). E-mail: angelica.moe@unipd.it
Get access Rights & Permissions [Opens in a new window]

Abstract

The present research examined the protective role played by perceived control in the relation between depressive symptoms and academic achievement in adolescence. A sample of 218 adolescents aged 11 to 16 filled in questionnaires to assess self-reported depressive symptoms and three factors tied with Perceived Control (PC): self-regulated learning strategies use, effort attribution, and perceived competence. Grade Point Average (GPA) was considered as a measure of academic achievement. A path model showed that the relation between GPA and depressive symptoms is mediated by PC (p<.05), and became non-significant when PC is considered. The discussion stresses the need to take into account the strategic and motivational factors favouring learning in planning programmes to prevent and treat depressive symptoms in adolescence.

Keywords

depressive symptomsperceived controlacademic achievementadolescence
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 18 , 2015 , E70
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abela, J. R. Z., & Hankin, B. L. (2008). Handbook of depression in children and adolescents. New York, NY: Guildford Press.Google Scholar
Beekman, A. T. F., Smit, F., Stek, M. L., Reynolds, C. F. III., & Cuijpers, P. C. (2010). Preventing depression in high-risk groups. Current Opinion in Psychiatry, 23, 8–11. http://dx.doi.org/10.1097/YCO.0b013e328333e17f Google Scholar
Camuffo, M., De Giorgis, G., & Mayer, R. (1985). Studio sulla applicazione clinica del CDI (Children's Depression Inventory). [A research on clinical application of the CDI]. Psichiatria dell'Infanzia e dell'Adolescenza, 52, 151–162.Google Scholar
Cole, D. A., Jacquez, F. M., & Maschman, T. L. (2001). Social origins of depressive cognitions: A longitudinal study of self-perceived competence in children. Cognitive Therapy & Research, 25, 377–395.Google Scholar
Da Fonseca, D., Cury, F., Santos, A., Payen, V., Bounoua, L., Brisswalter, , (…), & Deruelle, C. (2009). When depression mediates the relationship between entity beliefs and performance. Child Psychiatry and Human Development, 40, 213–222. http://dx.doi.org/10.1007/s10578-008-0122-9 CrossRefGoogle ScholarPubMed
De Beni, R., & Moè, A. (1995). Questionario di attribuzione. Attribuzione delle cause di successo/fallimento in compiti cognitivi [Attributional questionnaire. Failure and success attributions in cognitive tasks]. Firenze, Italy: Organizzazioni Speciali.Google Scholar
De Beni, R., Moè, A., & Cornoldi, C. (2003). AMOS. Abilità e motivazione allo studio: Prove di valutazione e orientamento [Ability and motivation to study: Assessment instruments and career choice]. Trento, Italy: Erickson.Google Scholar
Fergusson, D. M., & Woodward, L. J. (2002). Mental health, educational, and social role outcomes of adolescents with depression. Archives of General Psychiatry, 59, 225–231. http://dx.doi.org/10.1001/archpsyc.59.3.225 Google Scholar
Fosterling, F., & Binser, M. J. (2002). Depression, school performance and the veridicality of perceived grades and causal attributions. Personality and Social Psychology Bulletin, 28, 1441–1449. http://dx.doi.org/10.1177/014616702236875 Google Scholar
Fröjd, S. A., Nissinen, E. S., Pelkonen, M. U. I., Marttunen, M. J., Koivisto, A. M., & Kaltiala-Heino, R. (2008). Depression and school performance in middle adolescent boys and girls. Journal of Adolescence, 31, 485–498. http://dx.doi.org/10.1016/j.adolescence.2007.08.006 Google Scholar
Hankin, B. L., Oppenheimer, C., Jenness, J., Barrocas, A., Shapero, B. G., & Goldband, J. (2009). Developmental origins of cognitive vulnerabilities to depression: review of processes contributing to stability and change across time. Journal of Clinical Psychology, 65, 1327–1338. http://dx.doi.org/10.1002/jclp.20625 Google Scholar
Herman, K. C., Lambert, S. F., Reinke, W. M., & Ialongo, N. S. (2008). Low academic competence in first grade as a risk factor for depressive cognition and symptoms in middle school. Journal of Counseling Psychology, 55, 400–410. http://dx.doi.org/10.1037/a0012654 Google Scholar
Hishinuma, E. S., Chang, J. Y., McArdle, J. J., & Hamagami, F. (2012). Potential causal relationship between depressive symptoms and academic achievement in the hawaiian high Schools health survey using contemporary longitudinal latent variable change models. Developmental Psychology, 48, 1327–1342. http://dx.doi.org/10.1037/a0026978 Google Scholar
Kellam, S. G., Rebok, G. W., Mayer, L. S., Ialongo, N., & Kalodner, C. R. (1994). Depressive symptoms over first grade and their response to a developmental epidemiological based preventive trial aimed at improving achievement. Development and Psychopathology, 6, 463–481.Google Scholar
Kovacs, M. (1985). The Children’s Depression Inventory. Psychopharmacology Bulletin, 21, 995–998.Google Scholar
Kovacs, M., & Goldston, D. (1991). Cognitive and social cognitive development of depressed children and adolescents. Journal of American Academy Child Adolescent Psychiatry, 30, 388–392. http://dx.doi.org/10.1097/00004583-199105000-00006 Google Scholar
Masi, G., Sbrana, B., Poli, P., Tomaiuolo, F., Favilla, L., & Marcheschi, M. (2000). Depression and school functioning in non-referred adolescents: A pilot study. Child Psychiatry & Human Development, 30, 161–171.Google Scholar
Maughan, B., Rowe, R., Loeber, R., & Stouthamer-Loeber, M. (2003). Reading problems and depressed mood. Journal of Abnormal Child Psychology, 31, 219–229. http://dx.doi.org/10.1023/A:1022534527021 Google Scholar
McGinn, L. K., Cukor, D., & Sanderson, W. C. (2005). The relationship between parenting style, cognitive style, and anxiety and depression. Cognitive Therapy and Research, 29, 219–242. http://dx.doi.org/10.1007/s10608-005-3166-1 Google Scholar
Moè, A., Cornoldi, C., De Beni, R., & Veronese, L. (2004). How can a student’s depressive attitude interfere with the use of good self-regulation skills? In Scruggs, T. E. & Mastropieri, M. A. (Eds.), Research in secondary schools (vol. 17, pp. 207–220). Oxford, UK: Elsevier.Google Scholar
Pepi, A., Faria, L., & Alesi, M. (2006). Personal conceptions of intelligence, self-esteem, and school achievement in Italian and Portuguese students. Adolescence, 41, 615–631.Google Scholar
Quiroga, C. V., Janosz, M., Bisset, S., & Morin, A. J. S. (2013). Early adolescent depression symptoms and school dropout: Mediating processes involving self-reported academic competence and achievement. Journal of Educational Psychology, 105, 552–560. http://dx.doi.org/10.1037/a0031524 Google Scholar
Riglin, L., Frederickson, N, Shelton, K. H., & Rice, F. (2013). A longitudinal study of psychological functioning and academic attainment at the transition to secondary school. Journal of Adolescence, 36, 507–517. http://dx.doi.org/10.1016/j.adolescence.2013.03.002 Google Scholar
Rothon, C., Head, J., Clark, C., Klineberg, E., Cattell, V., & Stansfeld, S. (2009). The impact of psychological distress on the educational achievement of adolescents at the end of compulsory education. Social Psychiatry Psychiatric Epidemiology, 44, 421–427. http://dx.doi.org/10.1007/s00127-008-0452-8 Google Scholar
Schwartz, D., Hopmeyer Gorman, A., Duong, M. T., & Nakamoto, J. (2008). Peer relationships and academic achievement as interacting predictors of depressive symptoms during middle childhood. Journal of Abnormal Psychology, 117, 289–299. http://dx.doi.org/10.1037/0021-843X.117.2.289 Google Scholar
Skinner, E. A., Zimmer-Gembeck, M. J., Connell, J. P., Eccles, J, S., & Wellborn, J. G. (1998). Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development, 63 (2–3, Serial No. 254). http://dx.doi.org/10.2307/1166220 CrossRefGoogle ScholarPubMed
Wade, T. D., & Kendler, K. S. (2000). The relationship between social support and major depression: Cross-sectional, longitudinal, and genetic perspectives. The Journal of Nervous and Mental Disease, 188, 251–258. http://dx.doi.org/10.1097/00005053-200005000-00001 Google Scholar
Weisz, J. R., Southman-Gerow, M. A., & McCarty, C. A. (2001). Control related beliefs and depressive symptoms in clinic-referred children and adolescents: Developmental differences and model specificity. Journal of Abnormal Psychology, 110, 97–109. http://dx.doi.org/10.1037/0021-843X.110.1.97 Google Scholar
Zimmerman, B., & Schunk, D. H. (Eds). (2011). Handbook of self-regulation of learning and performance. New York, NY: Routledge/Taylor & Francis Group.Google Scholar