Stress and diurnal cortisol among Latino/a college students: A multi-risk model approach / Leah D. DOANE ; Jinni SU ; Kevin J. GRIMM in Development and Psychopathology, 36-2 (May 2024)  

Public ISBD [article]  inDevelopment and Psychopathology > 36-2 (May 2024) . - p.719-735 Titre : Stress and diurnal cortisol among Latino/a college students: A multi-risk model approach Type de document : Texte imprimé et/ou numérique Auteurs : Leah D. DOANE, Auteur ; Jinni SU, Auteur ; Kevin J. GRIMM, Auteur Article en page(s) : p.719-735 Langues : Anglais (eng) Mots-clés : HPA axis  Latino/a  college students  cortisol  stress Index. décimale : PER Périodiques Résumé : The transition to college is a time of increased opportunity and stress spanning multiple domains. Adolescents who encounter significant stress during this transition may be vulnerable to adverse outcomes due to a "wear and tear" of the hypothalamic pituitary adrenal (HPA) axis. Latino/a students may be particularly at-risk for heightened stress exposure due to experiences of both minority-specific and general life stress. Despite this, little is known regarding the cumulative impact of multiple stressors on Latino/a students' HPA axis functioning. The present study employed a "multi-risk model" approach to examine additive, common, and cumulative effects of multiple stress forms (general, academic, social, financial, bicultural, ethnic/racial discrimination) on diurnal cortisol in a sample of first-year Latino/a college students (N = 196; 64.4% female; Mage = 18.95). Results indicated that no stress forms were additively associated with the cortisol awakening response (CAR), but general stress was associated with a flatter diurnal cortisol slope (DCS) and bicultural stress was linked with a steeper DCS. A college stress latent factor was associated with a lower CAR, whereas a latent factor of discrimination was not associated with diurnal cortisol. Cumulative risk was linked with a lower CAR. Findings highlight the physiological correlates of various stressors experienced by Latino/a college students. En ligne : https://dx.doi.org/10.1017/S0954579423000019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528 [article] Stress and diurnal cortisol among Latino/a college students: A multi-risk model approach [Texte imprimé et/ou numérique] / Leah D. DOANE, Auteur ; Jinni SU, Auteur ; Kevin J. GRIMM, Auteur . - p.719-735. Langues : Anglais (eng) in Development and Psychopathology > 36-2 (May 2024) . - p.719-735 Mots-clés : HPA axis  Latino/a  college students  cortisol  stress Index. décimale : PER Périodiques Résumé : The transition to college is a time of increased opportunity and stress spanning multiple domains. Adolescents who encounter significant stress during this transition may be vulnerable to adverse outcomes due to a "wear and tear" of the hypothalamic pituitary adrenal (HPA) axis. Latino/a students may be particularly at-risk for heightened stress exposure due to experiences of both minority-specific and general life stress. Despite this, little is known regarding the cumulative impact of multiple stressors on Latino/a students' HPA axis functioning. The present study employed a "multi-risk model" approach to examine additive, common, and cumulative effects of multiple stress forms (general, academic, social, financial, bicultural, ethnic/racial discrimination) on diurnal cortisol in a sample of first-year Latino/a college students (N = 196; 64.4% female; Mage = 18.95). Results indicated that no stress forms were additively associated with the cortisol awakening response (CAR), but general stress was associated with a flatter diurnal cortisol slope (DCS) and bicultural stress was linked with a steeper DCS. A college stress latent factor was associated with a lower CAR, whereas a latent factor of discrimination was not associated with diurnal cortisol. Cumulative risk was linked with a lower CAR. Findings highlight the physiological correlates of various stressors experienced by Latino/a college students. En ligne : https://dx.doi.org/10.1017/S0954579423000019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528

Testing a developmental cascade model of emotional and social competence and early peer acceptance / Alysia Y. BLANDON in Development and Psychopathology, 22-4 (November 2010)  

Public ISBD [article]  inDevelopment and Psychopathology > 22-4 (November 2010) . - p.737-748 Titre : Testing a developmental cascade model of emotional and social competence and early peer acceptance Type de document : Texte imprimé et/ou numérique Auteurs : Alysia Y. BLANDON, Auteur ; Susan D. CALKINS, Auteur ; Susan P. KEANE, Auteur ; Kevin J. GRIMM, Auteur ; Marion O'BRIEN, Auteur Année de publication : 2010 Article en page(s) : p.737-748 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A developmental cascade model of early emotional and social competence predicting later peer acceptance was examined in a community sample of 440 children across the ages of 2 to 7. Children's externalizing behavior, emotion regulation, social skills within the classroom and peer acceptance were examined utilizing a multitrait–multimethod approach. A series of longitudinal cross-lag models that controlled for shared rater variance were fit using structural equation modeling. Results indicated there was considerable stability in children's externalizing behavior problems and classroom social skills over time. Contrary to expectations, there were no reciprocal influences between externalizing behavior problems and emotion regulation, although higher levels of emotion regulation were associated with decreases in subsequent levels of externalizing behaviors. Finally, children's early social skills also predicted later peer acceptance. Results underscore the complex associations among emotional and social functioning across early childhood. En ligne : http://dx.doi.org/10.1017/s0954579410000428 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110 [article] Testing a developmental cascade model of emotional and social competence and early peer acceptance [Texte imprimé et/ou numérique] / Alysia Y. BLANDON, Auteur ; Susan D. CALKINS, Auteur ; Susan P. KEANE, Auteur ; Kevin J. GRIMM, Auteur ; Marion O'BRIEN, Auteur . - 2010 . - p.737-748. Langues : Anglais (eng) in Development and Psychopathology > 22-4 (November 2010) . - p.737-748 Index. décimale : PER Périodiques Résumé : A developmental cascade model of early emotional and social competence predicting later peer acceptance was examined in a community sample of 440 children across the ages of 2 to 7. Children's externalizing behavior, emotion regulation, social skills within the classroom and peer acceptance were examined utilizing a multitrait–multimethod approach. A series of longitudinal cross-lag models that controlled for shared rater variance were fit using structural equation modeling. Results indicated there was considerable stability in children's externalizing behavior problems and classroom social skills over time. Contrary to expectations, there were no reciprocal influences between externalizing behavior problems and emotion regulation, although higher levels of emotion regulation were associated with decreases in subsequent levels of externalizing behaviors. Finally, children's early social skills also predicted later peer acceptance. Results underscore the complex associations among emotional and social functioning across early childhood. En ligne : http://dx.doi.org/10.1017/s0954579410000428 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110

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