Literaturnachweis - Detailanzeige
Autor/inn/en | Conradt, Elisabeth; Abar, Beau; Lester, Barry M.; LaGasse, Linda L.; Shankaran, Seetha; Bada, Henrietta; Bauer, Charles R.; Whitaker, Toni M.; Hammond, Jane A. |
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Titel | Cortisol Reactivity to Social Stress as a Mediator of Early Adversity on Risk and Adaptive Outcomes |
Quelle | In: Child Development, 85 (2014) 6, S.2279-2298 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-3920 |
DOI | 10.1111/cdev.12316 |
Schlagwörter | At Risk Persons; Stress Variables; Physiology; Metabolism; Prenatal Influences; Substance Abuse; Behavior Problems; Longitudinal Studies; Preadolescents; Racial Differences; Delinquency; Teacher Student Relationship; Predictor Variables; Executive Function; African Americans Risikogruppe; Physiologie; Stoffwechsel; Pränataler Einfluss; Drug use; Drug consomption; Drogenkonsum; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-adolescence; Präadoleszenz; Rassenunterschied; Kriminalität; Teacher student relationships; Lehrer-Schüler-Beziehung; Prädiktor; Afroamerikaner |
Abstract | Children chronically exposed to stress early in life are at increased risk for maladaptive outcomes, though the physiological mechanisms driving these effects are unknown. Cortisol reactivity was tested as a mediator of the relation between prenatal substance exposure and/or early adversity on adaptive and maladaptive outcomes. Data were drawn from a prospective longitudinal study of prenatal substance exposure (N = 860). Cortisol reactivity was assessed at age 11. Among African Americans, prenatal substance exposure exerted an indirect effect through early adversity and cortisol reactivity to predict externalizing behavior, delinquency, and a positive student--teacher relationship at age 11. Decreased cortisol reactivity was related to maladaptive outcomes, and increased cortisol reactivity predicted better executive functioning and a more positive student--teacher relationship. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |