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Brief Report
Self-criticism and depressive symptomatology interact to predict middle school academic achievement
Article first published online: 14 NOV 2005
DOI: 10.1002/jclp.20210
Copyright © 2005 Wiley Periodicals, Inc.
1097-4679/asset/cover.gif?v=1&s=43ac4db4a2f77657e5f46efdab08d3cfed771880 "Journal of Clinical Psychology")
Additional Information
How to Cite
Shahar, G., Henrich, C. C., Winokur, A., Blatt, S. J., Kuperminc, G. P. and Leadbeater, B. J. (2006), Self-criticism and depressive symptomatology interact to predict middle school academic achievement. J. Clin. Psychol., 62: 147–155. doi: 10.1002/jclp.20210
Publication History
- Issue published online: 8 DEC 2005
- Article first published online: 14 NOV 2005
- Abstract
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- Cited By
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. © 2005 Wiley Periodicals, Inc. J Clin Psychol.