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Auteur Melissa J. HAGAN |
Documents disponibles écrits par cet auteur (1)
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Child temperament and teacher relationship interactively predict cortisol expression: The prism of classroom climate / Danielle S. ROUBINOV in Development and Psychopathology, 29-5 (December 2017)
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Titre : Child temperament and teacher relationship interactively predict cortisol expression: The prism of classroom climate Type de document : Texte imprimé et/ou numérique Auteurs : Danielle S. ROUBINOV, Auteur ; Melissa J. HAGAN, Auteur ; W. Thomas BOYCE, Auteur ; Marilyn J. ESSEX, Auteur ; Nicole R. BUSH, Auteur Article en page(s) : p.1763-1775 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Entry into kindergarten is a developmental milestone that children may differentially experience as stressful, with implications for variability in neurobiological functioning. Guided by the goodness-of-fit framework, this study tested the hypothesis that kindergarten children's (N = 338) daily cortisol would be affected by the “match” or “mismatch” between children's temperament and qualities of the classroom relational context. The robustness of these associations was also explored among a separate sample of children in third grade (N = 165). Results among kindergarten children showed negative affectivity and overcontrolled temperament were positively related to cortisol expression within classrooms characterized by lower levels of teacher motivational support, but there was no relation between temperament and cortisol when motivational support was higher. Among third-grade children, negative affectivity was marginally positively related to cortisol at lower levels of teacher–child closeness and unrelated at higher levels of teacher–child closeness. Findings suggest children's cortisol expression depends on the extent to which specific temperamental characteristics “fit” within the relational and contextual qualities of the classroom environment, particularly as children navigate the new roles and relationships that emerge during the transition to formal schooling. Developmentally informed neurobiological research in classrooms may contribute to tailored programmatic efforts to support children's school adjustment. En ligne : http://dx.doi.org/10.1017/S0954579417001389 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=323
in Development and Psychopathology > 29-5 (December 2017) . - p.1763-1775[article] Child temperament and teacher relationship interactively predict cortisol expression: The prism of classroom climate [Texte imprimé et/ou numérique] / Danielle S. ROUBINOV, Auteur ; Melissa J. HAGAN, Auteur ; W. Thomas BOYCE, Auteur ; Marilyn J. ESSEX, Auteur ; Nicole R. BUSH, Auteur . - p.1763-1775.
Langues : Anglais (eng)
in Development and Psychopathology > 29-5 (December 2017) . - p.1763-1775
Index. décimale : PER Périodiques Résumé : Entry into kindergarten is a developmental milestone that children may differentially experience as stressful, with implications for variability in neurobiological functioning. Guided by the goodness-of-fit framework, this study tested the hypothesis that kindergarten children's (N = 338) daily cortisol would be affected by the “match” or “mismatch” between children's temperament and qualities of the classroom relational context. The robustness of these associations was also explored among a separate sample of children in third grade (N = 165). Results among kindergarten children showed negative affectivity and overcontrolled temperament were positively related to cortisol expression within classrooms characterized by lower levels of teacher motivational support, but there was no relation between temperament and cortisol when motivational support was higher. Among third-grade children, negative affectivity was marginally positively related to cortisol at lower levels of teacher–child closeness and unrelated at higher levels of teacher–child closeness. Findings suggest children's cortisol expression depends on the extent to which specific temperamental characteristics “fit” within the relational and contextual qualities of the classroom environment, particularly as children navigate the new roles and relationships that emerge during the transition to formal schooling. Developmentally informed neurobiological research in classrooms may contribute to tailored programmatic efforts to support children's school adjustment. En ligne : http://dx.doi.org/10.1017/S0954579417001389 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=323