Responses to Peer Stress Predict Academic Outcomes Across the Transition to Middle School

This study examined physiological and coping responses to peer-evaluative challenges in early adolescence as predictors of academic outcomes. The sample included 123 young adolescents ( X ¯ age = 12.03 years) who participated in the summer before (T1) and the spring after (T2) the transition to midd...

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Bibliographic Details
Published in:The Journal of early adolescence 2016-01, Vol.36 (1), p.5-28
Main Authors: Erath, Stephen A., Bub, Kristen L., Tu, Kelly M.
Format: Article
Language:English
Subjects:
Academic Achievement
Adolescents
Child development
Cognitive Processes
Coping
Early Adolescents
Elementary School Students
Grade 5
Grade 6
Interviews
Longitudinal Studies
Middle School Students
Middle schools
Parent Attitudes
Parents & parenting
Peer Evaluation
Peer Relationship
Physiology
Planning
Predictor Variables
Problem Solving
Prosocial Behavior
Questionnaires
Regression (Statistics)
Self Control
Simulation
Statistical Analysis
Student Adjustment
Student Attitudes
Student Characteristics
Teacher Attitudes
Teenagers
United States (Southeast)
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Summary:This study examined physiological and coping responses to peer-evaluative challenges in early adolescence as predictors of academic outcomes. The sample included 123 young adolescents ( X ¯ age = 12.03 years) who participated in the summer before (T1) and the spring after (T2) the transition to middle school. At T1, respiratory sinus arrhythmia reactivity (RSAR) and engaged coping responses (prosocial problem-solving, positive cognitive appraisals) were assessed in real-time during lab-based simulations of peer-evaluative challenges. Academic performance was assessed with multiple informants (teachers, parents, adolescents) at T1 and T2. Parents provided reports about academic adjustment to middle school at T2. RSAR significantly predicted improved academic performance between T1 and T2 and positive academic adjustment at T2. Engaged coping was marginally associated with improved academic performance and significantly associated with positive academic adjustment; these results were partially corroborated by analyses with an alternative measure of engaged coping (engaged planning), which significantly predicted improved academic performance.
ISSN:0272-4316
1552-5449
DOI:10.1177/0272431614556350