Biological sensitivity to context: the interactive effects of stress reactivity and family adversity on socioemotional behavior and school readiness - PubMed (original) (raw)

Biological sensitivity to context: the interactive effects of stress reactivity and family adversity on socioemotional behavior and school readiness

Jelena Obradović et al. Child Dev. 2010 Jan-Feb.

Abstract

This study examined the direct and interactive effects of stress reactivity and family adversity on socioemotional and cognitive development in three hundred and thirty-eight 5- to 6-year-old children. Neurobiological stress reactivity was measured as respiratory sinus arrhythmia and salivary cortisol responses to social, cognitive, sensory, and emotional challenges. Adaptation was assessed using child, parent, and teacher reports of externalizing symptoms, prosocial behaviors, school engagement, and academic competence. Results revealed significant interactions between reactivity and adversity. High stress reactivity was associated with more maladaptive outcomes in the context of high adversity but with better adaption in the context of low adversity. The findings corroborate a reconceptualization of stress reactivity as biological sensitivity to context by showing that high reactivity can both hinder and promote adaptive functioning.

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Figures

Figure 1

Fall externalizing symptoms as a function of adversity exposure and RSA reactivity. Low and high adversity values are graphed at one standard deviation below and above the mean, respectively, whereas low and high RSA reactivity are graphed at one standard deviation above and below the residual score mean, respectively.

Figure 2

Fall prosocial behaviors as a function of adversity exposure and RSA reactivity. Low and high adversity values are graphed at one standard deviation below and above the mean, respectively, whereas low and high RSA reactivity are graphed at one standard deviation above and below the residual score mean, respectively.

Figure 3

Fall school engagement as a function of adversity exposure and RSA reactivity. Low and high adversity values are graphed at one standard deviation below and above the mean, respectively, whereas low and high RSA reactivity are graphed at one standard deviation above and below the residual score mean, respectively.

Figure 4

Change in academic competence as a function of adversity exposure and RSA reactivity. Low and high adversity values are graphed at one standard deviation below and above the mean, respectively, whereas low and high RSA reactivity are graphed at one standard deviation above and below the residual score mean, respectively.

Figure 5

Prosocial behaviors as a function of adversity exposure and cortisol reactivity. Low and high adversity and cortisol reactivity values are graphed at one standard deviation below and above the mean, respectively.

Figure 6

Conceptual model of the interactive effects between biological sensitivity to context (BSC) and environmental influences.

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Biological sensitivity to context: the interactive effects of stress reactivity and family adversity on socioemotional behavior and school readiness - PubMed (original) (raw)