Relation of social and academic competence to depressive symptoms in childhood

Abstract

Relation of depressive symptoms to social and academic competence was examined in 750 4th-grade students. Self-report, peer-nomination, and teacher-rating measures of all three constructs were obtained. The multitrait-multimethod data were examined with confirmatory factor analysis and multivariate analysis of variance. Stronger correlations than have previously been reported were found between depressive symptoms and both kinds of competence. Social and academic incompetence had an additive effect on depressive symptoms. Children who were both socially and academically less competent had more symptoms of depression than children who had only one problem area. Children with only one problem area had more symptoms of depression than did children who were neither socially nor academically less competent. Gender differences in other-rated measures of competence were also evident. Implications for a competency-based model of depression are discussed.