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Relationship of School-Based Attributions to Depression

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Bibliographic Details
Title: Relationship of School-Based Attributions to Depression
Language: English
Authors: Bell, Sherry Mee, McCallum, R. Steve, Doucette, Janette A.
Source: Journal of Psychoeducational Assessment. 2004 22(2):106-123.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2004
Document Type: Journal Articles
Reports - Research
Education Level: Grade 5
Intermediate Grades
Descriptors: Attribution Theory, Measures (Individuals), Depression (Psychology), Correlation, Grade 5, Psychological Patterns, Student Attitudes, Student Behavior, Academic Achievement, Academic Failure, Symptoms (Individual Disorders), Scores
Geographic Terms: Tennessee
Assessment and Survey Identifiers: Attribution Style Questionnaire
DOI: 10.1177/073428290402200202
ISSN: 0734-2829
Abstract: Relationships among attributions for success and failure and depression were investigated for 63 5th-grade students. Significant relationships were found among school-based attributions, as measured by global scale scores from the Student Academic Attribution Scale (SAAS) and the Student Social Attribution Scale (SSAS), general attributions as measured by the Children's Attributional Style Questionnaire (CASQ), and depression as measured by the Behavior Assessment System for Children (BASC). Scores from the SAAS and SSAS tend to be more strongly related to depression than do those from the CASQ. When scores from the SAAS, SSAS, and the CASQ were entered into a stepwise multiple regression, only global scores from the SAAS and the SSAS explained significant proportions of the variance in the BASC depression score. Results suggest that school-related attributions are more highly related to depression in nonclinical intermediate-grade students than are general attributions. (Contains 5 tables.)
Abstractor: As Provided
Number of References: 35
Entry Date: 2008
Accession Number: EJ804324
Database: ERIC
FullText Text:
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  Data: Relationship of School-Based Attributions to Depression
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Psychoeducational+Assessment%22"><i>Journal of Psychoeducational Assessment</i></searchLink>. 2004 22(2):106-123.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 18
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Attribution+Theory%22">Attribution Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Depression+%28Psychology%29%22">Depression (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Failure%22">Academic Failure</searchLink><br /><searchLink fieldCode="DE" term="%22Symptoms+%28Individual+Disorders%29%22">Symptoms (Individual Disorders)</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink>
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  Data: 10.1177/073428290402200202
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  Data: 0734-2829
– Name: Abstract
  Label: Abstract
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  Data: Relationships among attributions for success and failure and depression were investigated for 63 5th-grade students. Significant relationships were found among school-based attributions, as measured by global scale scores from the Student Academic Attribution Scale (SAAS) and the Student Social Attribution Scale (SSAS), general attributions as measured by the Children's Attributional Style Questionnaire (CASQ), and depression as measured by the Behavior Assessment System for Children (BASC). Scores from the SAAS and SSAS tend to be more strongly related to depression than do those from the CASQ. When scores from the SAAS, SSAS, and the CASQ were entered into a stepwise multiple regression, only global scores from the SAAS and the SSAS explained significant proportions of the variance in the BASC depression score. Results suggest that school-related attributions are more highly related to depression in nonclinical intermediate-grade students than are general attributions. (Contains 5 tables.)
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  Data: 2008
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  Label: Accession Number
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  Data: EJ804324
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ804324
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        Value: 10.1177/073428290402200202
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 106
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      – SubjectFull: Attribution Theory
        Type: general
      – SubjectFull: Measures (Individuals)
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      – SubjectFull: Depression (Psychology)
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      – SubjectFull: Correlation
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Student Behavior
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Academic Failure
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      – SubjectFull: Tennessee
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      – SubjectFull: Attribution Style Questionnaire
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    Titles:
      – TitleFull: Relationship of School-Based Attributions to Depression
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            NameFull: Bell, Sherry Mee
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            NameFull: McCallum, R. Steve
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            NameFull: Doucette, Janette A.
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