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ERIC Number: EJ1084004
Record Type: Journal
Publication Date: 2016-Jan
Pages: 24
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-0272-4316
Responses to Peer Stress Predict Academic Outcomes across the Transition to Middle School
Erath, Stephen A.; Bub, Kristen L.; Tu, Kelly M.
Journal of Early Adolescence, v36 n1 p5-28 Jan 2016
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.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 5; Intermediate Grades; Elementary Education; Grade 6
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: BCS0921271