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Afternoon Cortisol in Elementary School Classrooms: Associations with Peer and Teacher Support and Child Behavior

Abstract  

In response to a general paucity of research exploring biological markers of behavior in children in elementary school classrooms,
this study investigated associations among cortisol, aggression, and prosocial (sharing and helping) behaviors, and peer and
teacher supportive relationships in school-aged children. Salivary cortisol was obtained from children (N = 89, Mean age = 10.4 years, SD = .62) in classrooms three times a day (9 am, 12 pm, and 3 pm) across four consecutive days.
Multiple informants (i.e., peers and teachers) completed questionnaires on children’s social behavior, peer acceptance (peers
only), and student–teacher closeness (teachers only). The results indicated a unique mediating influence of peer acceptance
and teacher closeness on the association of afternoon cortisol with prosocial and specific subtypes of aggressive behavior
(proactive, reactive, social). Findings highlight the importance of peer and teacher relationships in studies of biobehavioral
development and demonstrate the utility of integrating neurobiological processes in classroom-based research.

  • Content Type Journal Article
  • Category Original Paper
  • Pages 1-12
  • DOI 10.1007/s12310-012-9076-y
  • Authors
    • Nicole L. A. Catherine, Department of Psychology, Simon Fraser University, 8888 University Drive, Burnaby, BC, Canada
    • Kimberly A. Schonert-Reichl, Department of Educational and Counselling Psychology and Special Education, University of British Columbia, Vancouver, BC, Canada
    • Clyde Hertzman, Human Early Learning Partnership, University of British Columbia, Vancouver, BC, Canada
    • Tim F. Oberlander, Department of Pediatrics, University of British Columbia, Vancouver, BC, Canada
    • Journal School Mental Health
    • Online ISSN 1866-2633
    • Print ISSN 1866-2625
Posted in: Journal Article Abstracts on 05/24/2012 | Link to this post on IFP |
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