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Psychopathology and College Grades

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Soren Svanum at Indiana University – Purdue University Indianapolis
Soren Svanum
Zanita Zody at Zanita Zody
Zanita Zody
  • Zanita Zody
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Abstract

The Beck Depression Inventory (BDI; A. T. Beck & R. A. Steer, 1987) and a computerized version of the Diagnostic Interview Schedule (A. G. Blouin, E. L. Perez, & J. H. Blouin, 1998), which was scored according to the criteria of the revised, 3rd edition of the Diagnostic and Statistical Manual of Mental Disorders ( DSM—III—R; American Psychiatric Association, 1987), were administered to 412 university students. After statistical adjustment for academic potential reflected in college admission test scores was made, semester grades were found to be weakly associated with overall levels of DSM—III—R-defined psychopathology, but not with BDI-defined depression. Substance use disorders were associated with lower semester grade-point averages, whereas anxiety disorders were associated with increased grades. Results suggest psychopathology has a varied and weak association with academic performance. More dynamic models are required to capture the complex interplay between academic success and emotional and behavioral maladjustment. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Journal of Counseling Psychology
2001,
Vol. 48, No. 1, 72-76Copyright 2001 by the American Psychological Association, Inc.
0022-0167/01/S5.00 DOI: 10.105TO0022-0167.48.1.72
Psychopathology and College Grades
Soren Svanum
Indiana University-Purdue University IndianapolisZanita B. Zody
Purdue University
The Beck Depression Inventory (BDI; A. T. Beck & R. A. Steer, 1987) and a computerized version of
the Diagnostic Interview Schedule (A. G. Blouin, E. L. Perez, & J. H. Blouin, 1998), which was scored
according to the criteria of the revised, 3rd edition of the Diagnostic and Statistical Manual of Mental
Disorders (DSM-IIl-R; American Psychiatric Association, 1987), were administered to 412 university
students. After statistical adjustment for academic potential reflected in college admission test scores was
made, semester grades were found to be weakly associated with overall levels of
DSM-III-R-ie.Tva.eA
psychopathology, but not with BDI-defined depression. Substance use disorders were associated with
lower semester grade-point averages, whereas anxiety disorders were associated with increased grades.
Results suggest psychopadiology has a varied and weak association with academic performance. More
dynamic models are required to capture the complex interplay between academic success and emotional
and behavioral maladjustment.
By definition, psychopathology is assumed to be associated with
a variety of adverse consequences. For example, one of the Diag-
nostic and Statistical Manual of Mental Disorders (4th ed., or
DSM-IV;
American Psychiatric Association, 1994) criteria for
diagnosing substance dependence is recurrent use of a mood-
altering substance that results in the neglect of important activities
related to work, school, or recreation. The features of depression,
in addition, include a diminished ability to function in demanding
academic and occupational roles (American Psychiatric Associa-
tion, 1994). Substance use and depressive disorders, therefore, take
their toll on individuals not only in loss of joy and happiness, but
also in loss of job productivity and lessened school performance.
These adverse consequences reflect a core element in the defini-
tion of psychopathology and are also assumed to accumulate over
time to reflect one of the economic costs associated with
psychopathology.
The loss of productivity associated with psychopathology may
be particularly evident among university students, who over the
course of a semester must meet a relatively fixed schedule of
classroom activities, term papers, exams, and so on. Students
experiencing alcohol dependence, depression, or other mental
health problems would be expected to thrive less well than their
more adjusted counterparts, and be at risk for academic under-
achievement and failure. Consistent with these expectations, col-
lege counseling center personnel often report that students in
counseling are likely to attribute academic problems to emotional
Soren Svanum, Department of Psychology, Indiana University-Purdue
University Indianapolis; Zanita B. Zody, Department of Child Develop-
ment and Family Studies, Purdue University.
We thank Victor Borden, Kathy L. Burton, Lori Losee, Robert Massing,
and Jennifer Maaita for their assistance with this research.
Correspondence concerning this article should be addressed to Soren
Svanum, Department of Psychology, Indiana University-Purdue Univer-
sity Indianapolis, 402 North Blackford Street, Indianapolis, Indiana 46202-
3275.
Electronic mail may be sent to ssvanum@iupui.edu.
difficulties, and mental health problems represent a frequently
observed reason for withdrawal from the university (e.g., Gerdes &
Mallinckrodt, 1994). Students who temporarily leave school be-
cause of these kinds of difficulties perform better on their course-
work on returning (Meilman, Manley, Gaylor, & Turco, 1992),
thus providing evidence that psychopathology can impede aca-
demic performance.
In addition to observations and data from university clinics,
Kessler, Foster, Saunders, and Stang (1995) conducted a large-
scale retrospective epidemiological study that assessed the effects
of preexisting psychiatric disorders on educational attainment.
Results indicated that individuals who reported a past history of
the features of disorders defined by the third, revised edition of the
DSM were 10% less likely to attain a college education than were
those without a self-reported history of psychopathology. Disor-
ders involving anxiety, depression, and substance use were
signif-
icant predictors of failure in three educational transitions: com-
pleting high school, entering college, and completing college. It
could be maintained, furthermore, that these findings underesti-
mate the effects of psychopathology on academic success because
they index only rates of school completion and do not capture the
diminished performance of those who remain in school even
though they are experiencing a psychiatric disorder.
Although there are studies that link school progress with psy-
chopathology, there have been few that have attempted to prospec-
tively establish a relation between psychopathology and academic
performance within a college student population. Contrary to ex-
pectations derived from the studies summarized above, Brackney
and Karabenick (1995) found that students experiencing psycho-
pathology performed as well academically in a single course as did
their peers. In their study, college students were administered the
Minnesota Multiphasic Personality Inventory—2 (MMPI-2) and
the Beck Depression Inventory (BDI) as measures of psychopa-
thology. Brackney and Karabenick also collected information re-
garding learning styles and strategies. The grade earned in a single
course served as the criterion variable. The hypothesized associa-
72
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