This study examined whether children's psychosocial self-evaluations mediated the relationship between general academic self-concept and self-reported depression. Self-evaluations in three psychosocial domains were assessed: General self-worth, intellectual ability, and social acceptance. Results indicated three significant findings. First, a general inspection of regression models indicated that mediative effects were most pronounced through individual psychosocial domains. Second, with the addition of multiple psychosocial domains the contribution of low academic self-concept to depression decreased; however, the total contribution accounted for in depression increased. Third, the strength of the mediative effects of psychosocial self-evaluations differed significantly according to gender. Findings are discussed in terms of implications for researchers and educators concerned with children who experience emotional and behavioural disorders. (Contains 4 tables.)