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Related Experiment Video

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A New Method for Inducing a Depression-Like Behavior in Rats

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Published on: February 22, 2018

When depression mediates the relationship between entity beliefs and performance.

David Da Fonseca¹, François Cury, Andreia Santos

¹Sainte Marguerite Hospital, Marseille, France. david.dafonseca@ap-hm.fr

Child Psychiatry and Human Development

|November 29, 2008

Summary

Believing intelligence is fixed predicts lower academic performance and higher depression. Depression mediates this link, showing fixed mindset impacts performance via mood.

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Area of Science:

Psychology
Educational Psychology
Developmental Psychology

Background:

Adolescent academic performance is crucial for future success.
Beliefs about intelligence (entity vs. incremental theory) can influence motivation and outcomes.
Depression is a significant concern in adolescent mental health.

Purpose of the Study:

To investigate if depression mediates the relationship between entity beliefs (intelligence is fixed) and academic performance.
To understand the psychological mechanisms linking fixed mindset, depression, and academic achievement in adolescents.

Main Methods:

Surveyed 353 French adolescents (ages 11-16) on entity theory beliefs and depressive symptoms using the Children Depression Inventory (CDI).
Assessed academic performance via math test scores, controlling for prior math ability.
Employed statistical analysis to examine mediation effects.

Main Results:

Entity theory significantly predicted lower academic performance.
Entity theory significantly predicted higher depressive symptoms.
Depression was found to significantly mediate the negative relationship between entity theory and academic performance.

Conclusions:

Adolescents with a fixed mindset of intelligence are more prone to depression.
Depressive symptoms, in turn, negatively impact academic performance.
Findings highlight the importance of addressing both mindset and mental health for academic success in youth.