From a prospective study of 185 offspring of depressed mothers, 51 children were identified in sixth grade as being high competent, which was defined as high functioning and without psychopathology. During the next 2 years, 18 of these high competent children developed problems. Compared to these 18 decreased competent children, the 33 continuously competent children reported at Time 1 significantly more commitment to achievement, more positive coping, better family relationships, and greater social support. In addition, the decreased competence group reported experiencing more hassles during junior high school. Both commitment to achievement and better family relationships moderated the relation between school hassles and competence. That is, among adolescents experiencing higher levels of hassles during junior high school, greater commitment to achievement and better family relationships were associated with higher competence.
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