![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This study examined physiological and coping responses to peer-evaluative challenges in early adolescence as predictors of academic outcomes. The sample included 123 young adolescents (age = 12.03 years) who participated in the summer before (T1) and the spring after (T2) the transition to middle school. At T1, respiratory sinus arrhythmia reactivity (RSAR) and engaged coping responses (prosocial problem-solving, positive cognitive appraisals) were assessed in real-time during lab-based simulations of peer-evaluative challenges. Academic performance was assessed with multiple informants (teachers, parents, adolescents) at T1 and T2. Parents provided reports about academic adjustment to middle school at T2. RSAR significantly predicted improved academic performance between T1 and T2 and positive academic adjustment at T2. Engaged coping was marginally associated with improved academic performance and significantly associated with positive academic adjustment; these results were partially corroborated by analyses with an alternative measure of engaged coping (engaged planning), which significantly predicted improved academic performance.
References
Section:
|
Aiken, L. S., West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: SAGE. Google Scholar | |
|
Arbuckle, J. L. (2012). Amos 21.0 users’ guide. Chicago, IL: Small Waters Corporation. Google Scholar | |
|
Beidel, D. C., Turner, S. M. (2007). Shy children, phobic adults: Nature and treatment of social phobia. Washington, DC: American Psychological Association. Google Scholar | Crossref | |
|
Berntson, G. G., Bigger, J. T., Eckberg, D. L., Grossman, P., Kaufmann, P. G., Malik, M., . . . van der Molen, M. W. (1997). Heart rate variability: Origins, methods, and interpretive caveats. Psychophysiology, 34, 623-648. Google Scholar | Crossref | Medline | ISI | |
|
Buhs, E. S., Ladd, G. W., Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children’s classroom engagement and achievement. Journal of Educational Psychology, 98, 1-13. Google Scholar | Crossref | ISI | |
|
Burt, K. B., Obradović, J. (2013). The construct of psychophysiological reactivity: Statistical and psychometric issues. Developmental Review, 33, 29-57. Google Scholar | Crossref | ISI | |
|
Causey, D. L., Dubow, E. F. (1992). Development of a self-report coping measure for elementary school children. Journal of Clinical Child and Adolescent Psychology, 21, 47-59. Google Scholar | Crossref | ISI | |
|
Clarke, A. T. (2006). Coping with interpersonal stress and psychosocial health among children and adolescents: A meta-analysis. Journal of Youth and Adolescence, 35, 11-24. Google Scholar | Crossref | ISI | |
|
Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., Wadsworth, M. E. (2001). Coping with stress during childhood and adolescence: Problems, progress, and potential in theory and research. Psychological Bulletin, 127, 87-127. Google Scholar | Crossref | Medline | ISI | |
|
Conduct Problems Prevention Research Group . (1997). School adjustment: Parent. Available from http://www.fasttrackproject.org Google Scholar | |
|
Connor-Smith, J. K., Compas, B. E., Wadsworth, M. E., Thomsen, A. H., Saltzman, H. (2000). Responses to stress in adolescence: Measurement of coping and involuntary stress response. Journal of Consulting and Clinical Psychology, 68, 976-992. Google Scholar | Crossref | Medline | ISI | |
|
Crick, N. R., Grotpeter, J. K. (1996). Children’s treatment by peers: Victims of relational and overt aggression. Development and Psychopathology, 8, 367-380. Google Scholar | Crossref | ISI | |
|
Crosnoe, R. (2011). Fitting in, standing out: Navigating the social challenges of high school to get an education. New York, NY: Cambridge University Press. Google Scholar | Crossref | |
|
Dufton, L. M., Dunn, M. J., Slosky, L. S., Compas, B. E. (2011). Self-reported and laboratory-based responses to stress in children with recurrent pain and anxiety. Journal of Pediatric Psychology, 36, 95-105. Google Scholar | Crossref | Medline | ISI | |
|
Eccles, J., Lord, S., Buchanan, S. (1996). Schools transitions in early adolescence: What are we doing to our young people? In Graber, J. A., Brooks-Gunn, J., Petersen, A. C. (Eds.), Transitions through adolescence: Interpersonal domains and context (pp. 251-284). Hillsdale, NJ: Lawrence Erlbaum. Google Scholar | |
|
Eisenberg, N., Sulik, M. J., Spinrad, T. L., Edwards, A., Eggum, N. D., Liew, J., . . . Hart, D. (2012). Differential susceptibility and the early development of aggression: Interactive effects of respiratory sinus arrhythmia and environmental quality. Developmental Psychology, 48, 755-768. Google Scholar | Crossref | Medline | ISI | |
|
Erath, S. A., Flanagan, K. S., Bierman, K. L. (2007). Social anxiety and peer relations in early adolescence: Behavioral and cognitive factors. Journal of Abnormal Child Psychology, 35, 405-416. Google Scholar | Crossref | Medline | ISI | |
|
Erath, S. A., Tu, K. M. (2013). Peer stress in preadolescence: Linking physiological and coping responses with social competence. Journal of Research on Adolescence. doi: 10.1111/jora.12085 Google Scholar | Crossref | ISI | |
|
Evers, C., Hopp, H., Gross, J. J., Fischer, A. H., Manstead, A. S. R., Mauss, I. B. (2014). Emotion response coherence: A dual-process perspective. Biological Psychology, 98, 43-49. doi:10.1016/j.biopsycho.2013.11.003 Google Scholar | Crossref | Medline | ISI | |
|
Graham, J. E., Updegraff, K. A., Tomascik, C. A., McHale, S. M. (1997). Someone who cares: Evaluation of school advisor programs in two community settings. Applied Developmental Science, 1, 28-42. Google Scholar | Crossref | |
|
Graziano, P., Derefinko, K. (2013). Cardiac vagal control and children’s adaptive functioning: A meta-analysis. Biological Psychology, 94, 22-37. doi:10.1016/j.biopsycho.2013.04.011 Google Scholar | Crossref | Medline | ISI | |
|
Graziano, P. A., Keane, S. P., Calkins, S. D. (2007). Cardiac vagal regulation and early peer status. Child Development, 78, 264-278. Google Scholar | Crossref | Medline | ISI | |
|
Gunnar, M. R. (1987). Psychobiological studies of stress and coping: An introduction. Child Development, 58, 1403-1407. Google Scholar | Crossref | Medline | ISI | |
|
Holmbeck, G. N. (2002). Post-hoc probing of significant moderational and mediational effects in studies of pediatric populations. Journal of Pediatric Psychology, 27, 87-96. Google Scholar | Crossref | Medline | ISI | |
|
Hubbard, J. A. (2005). Eliciting and measuring children’s anger in the context of their peer interactions: Ethical considerations and practical guidelines. Ethics & Behavior, 15, 247-258. Google Scholar | Crossref | Medline | ISI | |
|
Jaser, S. S., Champion, J. E., Reeslund, K. L., Keller, G., Merchant, M. J., Benson, M., Compas, B. E. (2007). Cross-situational coping with peer and family stressors in adolescent offspring of depressed parents. Journal of Adolescence, 30, 917-932. Google Scholar | Crossref | Medline | ISI | |
|
Kochenderfer-Ladd, B. (2004). Peer victimization: The role of emotions in adaptive and maladaptive coping. Social Development, 13, 229-349. Google Scholar | Crossref | ISI | |
|
LaFontana, K. M., Cillessen, A. H. N. (2010). Developmental changes in the priority of perceived status in childhood and adolescence. Social Development, 19, 130-147. Google Scholar | Crossref | ISI | |
|
La Greca, A. M., Lopez, N. (1998). Social anxiety among adolescents: Linkages with peer relations and friendships. Journal of Abnormal Child Psychology, 26, 83-94. Google Scholar | Crossref | Medline | ISI | |
|
Lazarus, R. S., Folkman, S. (1987). Transactional theory and research on emotions and coping. European Journal of Personality, 1, 141-169. Google Scholar | Crossref | |
|
Lochman, J. E., Wells, K. C., Murray, M. (2007). The coping power program: Preventive intervention at the middle school transition. In Tolan, P., Szapocznik, J., Sombrano, S. (Eds.), Preventing youth substance use: Science-based programs for children and adolescents (pp. 185-219). Washington, DC: American Psychological Association. Google Scholar | Crossref | |
|
Masten, A. S., Cicchetti, D. (2010). Developmental cascades. Development and Psychopathology, 22, 491-495. Google Scholar | Crossref | Medline | ISI | |
|
Nakamoto, J., Schwartz, D. (2010). Is peer victimization associated with academic achievement? A meta-analytic review. Social Development, 19, 221-242. Google Scholar | Crossref | ISI | |
|
Nishina, A., Juvonen, J. (2005). Daily reports of witnessing and experiencing peer harassment in middle school. Child Development, 76, 435-450. Google Scholar | Crossref | Medline | ISI | |
|
Parker, J. G., Rubin, K. H., Erath, S. A., Wojslawowicz, J. C., Buskirk, A. A. (2006). Peer relationship, child development, and adjustment: A developmental psychopathology perspective. In Cicchetti, D., Cohen, D. J. (Eds.), Developmental psychopathology: Theory and method (pp. 419-493). Hoboken, NJ: John Wiley. Google Scholar | |
|
Porges, S. W. (2007). The polyvagal perspective. Biological Psychology, 74, 116-143. Google Scholar | Crossref | Medline | ISI | |
|
Reijntjes, A., Stegge, H., Meerum Terwogt, M. (2006). Children’s coping with peer rejection: The role of depressive symptoms, social competence, and gender. Infant and Child Development, 15, 89-107. Google Scholar | Crossref | ISI | |
|
Rose, A. J., Rudolph, K. D. (2006). A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys. Psychological Bulletin, 132, 98-131. Google Scholar | Crossref | Medline | ISI | |
|
Ryan, A. M. (2011). Peer relationships and academic adjustment during early adolescence. Journal of Early Adolescence, 31, 5-12. Google Scholar | SAGE Journals | ISI | |
|
Sandstrom, M. J. (2004). Pitfalls of the peer world: How children cope with common rejection experiences. Journal of Abnormal Child Psychology, 32, 67-81. Google Scholar | Crossref | Medline | ISI | |
|
Skinner, E. A., Zimmer-Gembeck, M. J. (2007). The development of coping. Annual Review of Psychology, 58, 119-144. Google Scholar | Crossref | Medline | ISI | |
|
Strack, F., Deutsch, R. (2004). Reflective and impulsive determinants of social behavior. Personality and Social Psychology Review, 8, 220-247. Google Scholar | SAGE Journals | ISI | |
|
Stroud, L. R., Foster, E., Papandonatos, G. D., Handwerger, K., Granger, D. A., Kivlighan, K. T., Niaura, R. (2009). Stress response and the adolescent transition: Performance versus peer rejection stressors. Developmental Psychopathology, 21, 47-68. Google Scholar | Crossref | Medline | ISI | |
|
Sumter, S. R., Bokhorst, C. L., Miers, A. C., Van Pelt, J., Westenberg, P. M. (2010). Age and puberty differences in stress responses during a public speaking task: Do adolescents grow more sensitive to social evaluation? Psychoneuroendocrinology, 35, 1510-1516. Google Scholar | Crossref | Medline | ISI | |
|
Sumter, S. R., Bokhorst, C. L., Westenberg, P. M. (2009). Social fears during adolescence: Is there an increase in distress and avoidance? Journal of Anxiety Disorders, 23, 897-903. Google Scholar | Crossref | Medline | ISI | |
|
Swanson, J., Valiente, C., Lemery-Chalfant, K., O’Brien, T. C. (2011). Predicting early adolescents’ academic achievement, social competence, and physical health from parenting, ego resilience, and engagement coping. Journal of Early Adolescence, 31, 548-576. Google Scholar | SAGE Journals | ISI | |
|
Underwood, M. K. (2005). Observing anger and aggression among preadolescent girls and boys: Ethical dilemmas and practical solutions. Ethics & Behavior, 15, 235-245. Google Scholar | Crossref | Medline | ISI | |
|
Valiente, C., Lemery-Chalfant, K., Swanson, J. (2009). Children’s responses to daily social stressors: Relations with parenting, children’s effortful control, and adjustment. Journal of Child Psychology and Psychiatry, 50, 707-717. Google Scholar | Crossref | Medline | ISI | |
|
Wentzel, K. R. (2009). Peers and academic functioning at school. In Rubin, K. H., Bukowski, W. M., Laursen, B. (Eds.), Handbook of peer interactions, relationships, and groups (pp. 531-547). New York, NY: Guilford. Google Scholar | |
|
Westenberg, P. M., Gullone, E., Bokhorst, C. L., Heyne, D. A., King, N. J. (2007). Social evaluation fear in childhood and adolescence: Normative developmental course and continuity of individual differences. British Journal of Developmental Psychology, 25, 471-483. Google Scholar | Crossref | ISI | |
|
Williams, K. R., Guerra, N. G. (2007). Prevalence and predictors of internet bullying. Journal of Adolescent Health, 41, 14-21. Google Scholar | Crossref | Medline | ISI | |
|
Zimmer-Gembeck, M. J., Lees, D., Skinner, E. A. (2011). Children’s emotions and coping with interpersonal stress as correlates of social competence. Australian Journal of Psychology, 63, 131-141. Google Scholar | Crossref | ISI | |
|
Zimmer-Gembeck, M. J., Skinner, E. A. (2011). Review: The development of coping across childhood and adolescence: An integrative review and critique of research. International Journal of Behavioral Development, 35, 1-17. Google Scholar | SAGE Journals | ISI |
Author Biographies
Stephen A. Erath is an associate professor in Human Development and Family Studies at Auburn University. He received his PhD in child clinical psychology from the Pennsylvania State University. His research interests include children’s social competence and responses to stress in family and peer relationships, especially around the transition to adolescence.
Kristen L. Bub is an associate professor in Educational Psychology at the University of Illinois. She received her EdD in human development and psychology from the Harvard University Graduate School of Education. Her research interests include home and school predictors of self-regulation, social development, and achievement during preschool and across the transition to elementary school.
Kelly M. Tu is a postdoctoral fellow in Human Development and Family Studies at Auburn University. She received her PhD in human development and family studies from Auburn University. Her research interests include parenting behaviors, family stress, peer relationships in childhood and adolescence, and youth’s physiological and behavioral responses to stress.
