Academic self-concept of ability and cortisol reactivity.

Autor/inn/en	Minkley, N.; Westerholt, D. M.; Kirchner, W. H.
Titel	Academic self-concept of ability and cortisol reactivity. Gefälligkeitsübersetzung: Akademisches Selbstkonzept der Fähigkeit und Kortisolreaktivität.
Quelle	In: Anxiety, stress, and coping, 27 (2014) 3, S. 303-316 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1061-5806; 1477-2205
DOI	10.1080/10615806.2013.848273
Schlagwörter	Selbstkonzept; Selbstwirksamkeit; Prüfungsangst; Hydrokortison; Stress
Abstract	Examined the relationship between a school-specific trait, academic self-concept of ability (ASCA), and hormonal stress response by using a trait-compatible stressor test. ASCA scores for biology of 52 high school students (mean age 19 years) were assessed, and salivary cortisol concentration was measured before and after a biology test (28 experiment participants) or a free writing task (24 control participants). Measures included the Differential Self-Concept Grid and the Visual Analogue Scale. Results showed a significant negative correlation between ASCA score and cortisol response among individuals in the experimental group. In contrast, the control group showed a decrease in cortisol concentrations between test times, and no correlation between cortisol concentration and ASCA scores were found. These findings indicate an interaction between ASCA scores and hormonal stress response when an academic-related stressor is present. Furthermore, these variables might influence each other adversely: High cortisol concentrations during a test situation may lead to greater feelings of insecurity, resulting in low ASCA scores and awareness of these low scores may lead to a further increase in cortisol, creating a vicious cycle. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3