Gender Differences in the Relationship Between Academic Self-Concept and Self-Reported Depressed Mood in School Children

Abstract

In light of literature highlighting gender differences related to academic self-concept and depressed mood, this study explored the contributions of academic selfconcept in individual subject areas to self-reported depressed mood in 86 elementary-age boys and girls from a province in central Canada. Results indicated that academic self-concept explained 68% and 62% of the variance in self-reported depressed mood for boys and girls, respectively. Separate analyses conducted for boys and girls indicated disparate predictive models that cohered with gender stereotypic self-perceptions: math for boys and reading for girls. Interestingly, physical education emerged as a significant contributor for boys and girls. Results are discussed in terms of the importance of addressing the relationship between children's social-emotional selfperceptions and academic self-concept within domainspecific lenses.

Impact of Physical and Relational Peer Victimization on Depressive Cognitions in Children and Adolescents

“…The current study supports the first link of this chain, connecting TPV to depressive cognitions. Other studies support the second link, connecting such cognitions to depression in children (Berg & Klinger, 2009; Uhrlass, Schofield, Coles, & Gibb, 2009; Cole, 1990). An important avenue for future research will be longitudinal meditational analyses assessing the degree to which changes in positive and negative cognitions explain the longitudinal connection between TPV and depression in children and adolescents.…”

Identifying Patterns of Early Risk for Mental Health and Academic Problems in Adolescence: A Longitudinal Study of Urban Youth

“…Theoretical models of the cognitive foundations of depression elucidate a strong relationship between depressive symptoms and school-related variables [11, 19]. For example, the learned helplessness model states that repeated perceptions of uncontrollable events can challenge children’s belief that they can shape events around them [19].…”

“…Theoretical models of the cognitive foundations of depression elucidate a strong relationship between depressive symptoms and school-related variables [11, 19]. For example, the learned helplessness model states that repeated perceptions of uncontrollable events can challenge children’s belief that they can shape events around them [19]. Thus, perceived lack of control resulting from depressive symptoms is associated with deficits in (a) motivation to initiate or sustain a task, (b) cognitive planning and execution to control events, and (c) emotional regulation leading to hopelessness, sadness, and lowered self-esteem [19].…”

“…For example, the learned helplessness model states that repeated perceptions of uncontrollable events can challenge children’s belief that they can shape events around them [19]. Thus, perceived lack of control resulting from depressive symptoms is associated with deficits in (a) motivation to initiate or sustain a task, (b) cognitive planning and execution to control events, and (c) emotional regulation leading to hopelessness, sadness, and lowered self-esteem [19]. Not surprisingly, depressive symptoms are strongly linked with lowered academic achievement.…”

Gender and Achievement Differences in Secondary Students’ Verbal Self-Concepts: A Closer Look beyond Bivariate Comparison

“…However, this advantage does not appear to be consistently associated with higher self-concepts in female learners. Most studies reported higher verbal self-concepts for female students (Berg & Klinger, 2009;Hay, Ashton & van Kraayenoord, 1998;Hergovich, Sirsch & Felinger, 2004;Jacobs, Lanza, Osgood & Eccles, 2002;Rinn, McQueen, Clark & Rumsey, 2008;Wilgenbusch & Merrel, 1999). When statistically controlled for verbal competencies, the selfconcept differences between females and males diminished (Faber & Billmann-Mahecha, 2012;Schilling, Sparfeldt & Rost, 2006) -indicating the females' self-beliefs to be congruently or even realistically in line with their performance level.…”