Self-criticism and depressive symptomatology interact to predict middle school academic achievement.
Although previous research has implicated adolescent depression in academic difficulties, few studies have explored the role of cognitive/personality factors in this area. To address this gap, the present study examines the role of self-criticism in academic functioning among early adolescent students over a 1-year interval. We hypothesized and found that adolescent self-criticism and depressive symptomatology interacted to predict decreased grade point average (GPA) over time, an interaction that was found predominantly in boys. This finding illustrates the need to integrate research on personality and psychopathology into educational psychology.
Shahar
Golan
G
Department of Psychiatry, Yale University School of Medicine, 205 Whitney Avenue, New Haven, CT 06511, USA. shaharg@bgu.ac.il
Henrich
Christopher C
CC
Winokur
Annick
A
Blatt
Sidney J
SJ
Kuperminc
Gabriel P
GP
Leadbeater
Bonnie J
BJ
D000293:Adolescent; D002648:Child; D003863:Depression / Q000523:psychology*; D004522:Educational Status; D005260:Female; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D015999:Multivariate Analysis; D009518:New York; D000297:Psychology, Adolescent; D012044:Regression Analysis; D012649:Self Concept; D013334:Students / Q000523:psychology*