Biological Sensitivity to Context: The Interactive Effects of Stress Reactivity and Family Adversity on Socioemotional Behavior and School Readiness

Autor/inn/en	Obradovic, Jelena; Bush, Nicole R.; Stamperdahl, Juliet; Adler, Nancy E.; Boyce, W. Thomas
Titel	Biological Sensitivity to Context: The Interactive Effects of Stress Reactivity and Family Adversity on Socioemotional Behavior and School Readiness
Quelle	In: Child Development, 81 (2010) 1, S.270-289 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2009.01394.x
Schlagwörter	School Readiness; Cognitive Development; Stress Variables; Neurology; Biology; Physiology; Behavior Problems; Symptoms (Individual Disorders); Academic Achievement; Student Adjustment; Prosocial Behavior; Learner Engagement; Social Development; Emotional Development + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Kognitive Entwicklung; Neurologie; Biologie; Physiologie; Psychiatrische Symptomatik; Schulleistung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Soziale Entwicklung; Gefühlsbildung
Abstract	This study examined the direct and interactive effects of stress reactivity and family adversity on socioemotional and cognitive development in three hundred and thirty-eight 5- to 6-year-old children. Neurobiological stress reactivity was measured as respiratory sinus arrhythmia and salivary cortisol responses to social, cognitive, sensory, and emotional challenges. Adaptation was assessed using child, parent, and teacher reports of externalizing symptoms, prosocial behaviors, school engagement, and academic competence. Results revealed significant interactions between reactivity and adversity. High stress reactivity was associated with more maladaptive outcomes in the context of high adversity but with better adaption in the context of low adversity. The findings corroborate a reconceptualization of stress reactivity as "biological sensitivity to context" by showing that high reactivity can both hinder and promote adaptive functioning. (Contains 5 tables and 6 figures.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10