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Why Are Students With LD Depressed?

A Goal Orientation Model of Depression Vulnerability

University of Crete, sideridis{at}psy.soc.uoc.gr

The thesis of the present study was that failure in achievement tasks may constitute a stress factor that can trigger a depression episode, particularly for students with learning disabilities (LD), and that a particular motivational pattern may constitute a cognitive diathesis for depression. Participants were 104 students referred for LD who were drawn from a pool of approximately 900 students from Grades 5 and 6. Students were challenged with a series of difficult math exercises, and their achievement behaviors were examined as a function of achievement goal orientations. Results from structural equation modeling provided empirical support of the contention that performance—avoidance goals may account for a series of negative cognitions and affect. Direct positive paths linked performance— avoidance goals to anxiety, depression, and negative affect; negative paths were revealed with regard to self-esteem and positive affect. Thus, performance—avoidance goals may possess elements of the diathesis mechanism described by Dykman (1998), constituting a vulnerability factor that triggers the mechanism of depression when negative events are in place.

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This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Sideridis, G. D. Search for Related Content PubMed PubMed Citation Articles by Sideridis, G. D. Social Bookmarking                   What's this?