Academic self-concept of ability and cortisol reactivity

The present study aimed to clarify the relationship between a school-specific trait (academic self-concept of ability [ASCA]) and hormonal stress response by using a trait-compatible stressor (test). First, we determined 52 students' ASCA scores for biology and measured their salivary cortisol...

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Bibliographic Details
Published in:Anxiety, stress, and coping stress, and coping, 2014-05, Vol.27 (3), p.303-316
Main Authors: Minkley, N., Westerholt, D.M., Kirchner, W.H.
Format: Article
Language:English
Subjects:
academic self-concept of ability
Achievement
Adult
Biological and medical sciences
Educational Measurement - methods
Educational psychology
Female
Fundamental and applied biological sciences. Psychology
Germany
Hormones
Humans
Hydrocortisone - metabolism
Male
Personality - physiology
Personality. Affectivity
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
realistic test situation
Saliva - metabolism
salivary cortisol
Self Concept
specific personality trait
Stress
Stress response
Stress, Psychological - metabolism
Stress, Psychological - psychology
Students - psychology
Students - statistics & numerical data
Young Adult
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Summary:The present study aimed to clarify the relationship between a school-specific trait (academic self-concept of ability [ASCA]) and hormonal stress response by using a trait-compatible stressor (test). First, we determined 52 students' ASCA scores for biology and measured their salivary cortisol concentration before and after a biology test (experimental group, n = 28) or a free writing task (control group, n = 24). For participants who took the test, statistical analysis indicated a significant negative correlation between ASCA score and cortisol response. In contrast, the control group showed a decrease in cortisol concentrations between test times and no correlation between cortisol concentration and ASCA scores were found. These findings indicated an interaction between ASCA scores and hormonal stress response when an academic-related stressor is present. Furthermore, these variables might influence each other adversely: high cortisol concentrations during a test situation may lead to greater feelings of insecurity, resulting in low ASCA scores and awareness of these low scores may lead to a further increase in cortisol, creating a vicious cycle.
ISSN:1061-5806
1477-2205
DOI:10.1080/10615806.2013.848273