Responses to Peer Stress Predict Academic Outcomes Across the Transition to Middle School
Responses to Peer Stress Predict Academic Outcomes Across the Transition to Middle School
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DOI：
10.1177/0272431614556350
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发表时间：
2016-01-01
影响因子：
2.1
通讯作者：
Tu, Kelly M.
中科院分区：
文献类型：
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作者：
Erath, Stephen A.;Bub, Kristen L.;Tu, Kelly M.
本研究探讨了生理和应对反应的同龄人评价的挑战，在青春期早期的学术成果的预测。样本包括123名年轻的青少年（（X）酒吧（年龄）= 12.03岁）谁参加了前（T1）和后（T2）过渡到中学的春天夏天。在T1，呼吸性窦性心律失常反应性（RSAR）和参与应对反应（亲社会问题解决，积极的认知评价）进行了实时评估，在基于实验室的模拟同行评价的挑战。在T1和T2，多个被调查者（教师、家长、青少年）对学习成绩进行了评估。父母提供了关于T2中学学业适应的报告。RSAR显着预测改善T1和T2之间的学习成绩和积极的学术调整在T2。应付轻微与提高学习成绩和积极的学术调整显着相关，这些结果得到了部分证实的分析与参与应对（参与规划），这显着预测提高学习成绩的替代措施。
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 ((X) over bar (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.