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ERIC Number: EJ771422
Record Type: Journal
Publication Date: 2006
Pages: 30
Abstractor: Author
Reference Count: 89
ISBN: N/A
ISSN: ISSN-1183-322X
Do Psychosocial Self-Evaluations Mediate the Relationship between Academic Self-Concept and Depression in School Children?
Berg, Derek H.
Exceptionality Education Canada, v16 n2-3 p5-34 2006
This study examined whether children's psychosocial self-evaluations mediated the relationship between general academic self-concept and self-reported depression. Self-evaluations in three psychosocial domains were assessed: General self-worth, intellectual ability, and social acceptance. Results indicated three significant findings. First, a general inspection of regression models indicated that mediative effects were most pronounced through individual psychosocial domains. Second, with the addition of multiple psychosocial domains the contribution of low academic self-concept to depression decreased; however, the total contribution accounted for in depression increased. Third, the strength of the mediative effects of psychosocial self-evaluations differed significantly according to gender. Findings are discussed in terms of implications for researchers and educators concerned with children who experience emotional and behavioural disorders. (Contains 4 tables.)
Exceptionality Education Canada. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://www.uofaweb.ualberta.ca/eec/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada