Self-criticism and depressive symptomatology interact to predict middle school academic achievement

Golan Shahar; Christopher C. Henrich; Annick Winokur; Sidney J. Blatt; Gabriel P. Kuperminc; Bonnie J. Leadbeater

doi:10.1002/jclp.20210

Self-criticism and depressive symptomatology interact to predict middle school academic achievement

Golan Shahar, Christopher C. Henrich, Annick Winokur, Sidney J. Blatt, Gabriel P. Kuperminc, Bonnie J. Leadbeater

Research output: Contribution to journal › Article › peer-review

42 Scopus citations

Abstract

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.

Original language	English
Pages (from-to)	147-155
Number of pages	9
Journal	Journal of Clinical Psychology
Volume	62
Issue number	1
DOIs	https://doi.org/10.1002/jclp.20210
State	Published - 1 Jan 2006
Externally published	Yes

Keywords

Academic performance
Depressive symptoms
Early adolescence
Self-criticism

ASJC Scopus subject areas

Arts and Humanities (miscellaneous)
Clinical Psychology

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1002/jclp.20210

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title = "Self-criticism and depressive symptomatology interact to predict middle school academic achievement",

abstract = "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.",

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AU - Blatt, Sidney J.

AU - Kuperminc, Gabriel P.

AU - Leadbeater, Bonnie J.

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AB - 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.

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ER -

Self-criticism and depressive symptomatology interact to predict middle school academic achievement

Abstract

Keywords

ASJC Scopus subject areas

UN SDGs

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