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)  

Public ISBD [article]  inDevelopment and Psychopathology > 29-5 (December 2017) . - p.1763-1775 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 [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

Developmental consequences of early life stress on risk for psychopathology: Longitudinal associations with children's multisystem physiological regulation and executive functioning / Kristen L. RUDD in Development and Psychopathology, 33-5 (December 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-5 (December 2021) . - p.1759-1773 Titre : Developmental consequences of early life stress on risk for psychopathology: Longitudinal associations with children's multisystem physiological regulation and executive functioning Type de document : Texte imprimé et/ou numérique Auteurs : Kristen L. RUDD, Auteur ; Danielle S. ROUBINOV, Auteur ; Karen JONES-MASON, Auteur ; Abbey ALKON, Auteur ; Nicole R. BUSH, Auteur Article en page(s) : p.1759-1773 Langues : Anglais (eng) Mots-clés : early adversity  executive functioning  HPA axis  parasympathetic nervous system  sympathetic nervous system Index. décimale : PER Périodiques Résumé : The etiology of psychopathology is multifaceted and warrants consideration of factors at multiple levels and across developmental time. Although experiences of adversity in early life have been associated with increased risk of developing psychopathology, pathways toward maladaptation or resilience are complex and depend upon a variety of factors, including individuals’ physiological regulation and cognitive functioning. Therefore, in a longitudinal cohort of 113 mother–child dyads, we explored associations from early adverse experiences to physiological coregulation across multiple systems and subsequent variations in executive functioning. Latent profile analysis derived multisystem profiles based on children's heart rate, respiratory sinus arrhythmia, pre-ejection period, and cortisol measured during periods of rest and reactivity throughout a developmentally challenging protocol. Three distinct profiles of multisystem regulation emerged: heightened multisystem baseline activity (anticipatory arousal/ autonomic nervous system [ANS] responder), typically adaptive patterns across all systems (active copers/mobilizers), and heightened hypothalamic–pituitary–adrenal (HPA) axis activity (HPA axis responders). Path models revealed that children exposed to adversity before 18 months were more likely to evidence an anticipatory arousal/ANS responders response at 36 months, and children in this profile had lower executive functioning scores than the active copers/mobilizers. In sum, these findings provide important information about potential physiological associations linking early adversity to variations in children's task-based executive functioning. En ligne : http://dx.doi.org/10.1017/S0954579421000730 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Developmental consequences of early life stress on risk for psychopathology: Longitudinal associations with children's multisystem physiological regulation and executive functioning [Texte imprimé et/ou numérique] / Kristen L. RUDD, Auteur ; Danielle S. ROUBINOV, Auteur ; Karen JONES-MASON, Auteur ; Abbey ALKON, Auteur ; Nicole R. BUSH, Auteur . - p.1759-1773. Langues : Anglais (eng) in Development and Psychopathology > 33-5 (December 2021) . - p.1759-1773 Mots-clés : early adversity  executive functioning  HPA axis  parasympathetic nervous system  sympathetic nervous system Index. décimale : PER Périodiques Résumé : The etiology of psychopathology is multifaceted and warrants consideration of factors at multiple levels and across developmental time. Although experiences of adversity in early life have been associated with increased risk of developing psychopathology, pathways toward maladaptation or resilience are complex and depend upon a variety of factors, including individuals’ physiological regulation and cognitive functioning. Therefore, in a longitudinal cohort of 113 mother–child dyads, we explored associations from early adverse experiences to physiological coregulation across multiple systems and subsequent variations in executive functioning. Latent profile analysis derived multisystem profiles based on children's heart rate, respiratory sinus arrhythmia, pre-ejection period, and cortisol measured during periods of rest and reactivity throughout a developmentally challenging protocol. Three distinct profiles of multisystem regulation emerged: heightened multisystem baseline activity (anticipatory arousal/ autonomic nervous system [ANS] responder), typically adaptive patterns across all systems (active copers/mobilizers), and heightened hypothalamic–pituitary–adrenal (HPA) axis activity (HPA axis responders). Path models revealed that children exposed to adversity before 18 months were more likely to evidence an anticipatory arousal/ANS responders response at 36 months, and children in this profile had lower executive functioning scores than the active copers/mobilizers. In sum, these findings provide important information about potential physiological associations linking early adversity to variations in children's task-based executive functioning. En ligne : http://dx.doi.org/10.1017/S0954579421000730 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

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