Responses to Peer Stress Predict Academic Outcomes across the Transition to Middle School

Autor/inn/en	Erath, Stephen A.; Bub, Kristen L.; Tu, Kelly M.
Titel	Responses to Peer Stress Predict Academic Outcomes across the Transition to Middle School
Quelle	In: Journal of Early Adolescence, 36 (2016) 1, S.5-28 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431614556350
Schlagwörter	Early Adolescents; Coping; Physiology; Predictor Variables; Academic Achievement; Prosocial Behavior; Problem Solving; Cognitive Processes; Simulation; Teacher Attitudes; Parent Attitudes; Student Attitudes; Student Adjustment; Self Control; Middle School Students; Grade 5; Grade 6; Elementary School Students; Peer Relationship; Interviews; Peer Evaluation; Planning; Longitudinal Studies; Questionnaires; Student Characteristics; Statistical Analysis; Regression (Statistics) + Suchen Sie Ihr Suchwort? Bewältigung; Physiologie; Prädiktor; Schulleistung; Problemlösen; Cognitive process; Kognitiver Prozess; Simulation program; Simulationsprogramm; Lehrerverhalten; Elternverhalten; Schülerverhalten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Selbstbeherrschung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Peer-Beziehungen; Interviewing; Interviewtechnik; Ablaufplanung; Planungsprozess; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; Statistische Analyse; Regression; Regressionsanalyse
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 (X-bar[subscript 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01