Does Stress-Related Growth Really Matter for Adolescents' Day-to-Day Adaptive Functioning?

Autor/inn/en	Mansfield, Cade D.; Diamond, Lisa M.
Titel	Does Stress-Related Growth Really Matter for Adolescents' Day-to-Day Adaptive Functioning?
Quelle	In: Journal of Early Adolescence, 37 (2017) 5, S.677-695 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431615620665
Schlagwörter	Stress Variables; Adolescents; Questionnaires; Individual Differences; Cognitive Development; Coping; Longitudinal Studies; Peer Relationship; Mothers; Hierarchical Linear Modeling; Anxiety; Parent Child Relationship; Grade 9; Utah + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Fragebogen; Individueller Unterschied; Kognitive Entwicklung; Bewältigung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Peer-Beziehungen; Mother; Mutter; Angst; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	Adolescent stress-related growth refers to enhancement in an adolescent's cognitive-affective or social resources as a result of experiencing stressors. We tested whether adolescents reporting high levels of stress-related growth showed superior adaptation outcomes on a day-to-day basis. Participants (n = 91; females = 46, age = 14) completed a questionnaire measure of stress-related growth and kept a diary of emotional and interpersonal functioning for 10 consecutive days. Individual differences in cognitive-affective stress-related growth moderated associations between daily stress levels and adaptive coping behaviors, whereas individual differences in social stress-related growth moderated associations between daily mother-child conflict and end-of-day negative affect. This study provides the first empirical demonstration of domain-specific forms of stress-related growth during adolescence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01