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A Competency‐based Model of Child Depression: A Longitudinal Study of Peer, Parent, Teacher, and Self‐evaluations
Author(s) -
Cole David A.,
Martin Joan M.,
Powers Bruce
Publication year - 1997
Publication title -
journal of child psychology and psychiatry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.652
H-Index - 211
eISSN - 1469-7610
pISSN - 0021-9630
DOI - 10.1111/j.1469-7610.1997.tb01537.x
Subject(s) - psychology , competence (human resources) , attractiveness , developmental psychology , longitudinal study , physical attractiveness , perception , social competence , peer acceptance , depression (economics) , clinical psychology , peer group , social change , social psychology , medicine , economics , pathology , neuroscience , psychoanalysis , macroeconomics , economic growth
In a two‐wave longitudinal study of third and sixth graders ( N = 617), we obtained self‐reports of depression and peer, teacher, parent, and self‐reports of competence in five domains: academic, social, attractiveness, conduct, and athletic. Competency evaluations by others predicted change in self‐perceived competence over time for girls, but not for boys. Depression predicted change in self‐perceived competence over time for boys but not for girls. Among girls, the relative importance of parent, teacher, and peer appraisals shifted from third to sixth grade. For both boys and girls, self‐perceptions of competence predicted change in depression scores over time. Furthermore, self‐perceived competencies mediated the relation between competency appraisals by others and children's self‐reported depression. Results are interpreted in light of a competency‐based model of child depression.