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ERIC Number: EJ1234165
Record Type: Journal
Publication Date: 2019
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: N/A
An Entity Theory of Intelligence Predicts Higher Cortisol Levels When High School Grades Are Declining
Lee, Hae Yeon; Jamieson, Jeremy P.; Miu, Adriana S.; Josephs, Robert A.; Yeager, David S.
Child Development, v90 n6 e849-e867 Nov-Dec 2019
Grades often decline during the high school transition, creating stress. The present research integrates the biopsychosocial model of challenge and threat with the implicit theories model to understand who shows maladaptive stress responses. A diary study measured declines in grades in the first few months of high school: salivary cortisol (N = 360 students, N = 3,045 observations) and daily stress appraisals (N = 499 students, N = 3,854 observations). Students who reported an entity theory of intelligence (i.e., the belief that intelligence is fixed) showed higher cortisol when grades were declining. Moreover, daily academic stressors showed a different lingering effect on the next day's cortisol for those with different implicit theories. Findings support a process model through which beliefs affect biological stress responses during difficult adolescent transitions.
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
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Grant or Contract Numbers: R01HD08477201