Effects of Psychophysiological Reactivity to a School-Related Stressor and Temperament on Early Adolescents' Academic Performance

被引：11

作者：

Scrimin, Sara ^{[1
]}

Moscardino, Ughetta ^{[1
]}

Finos, Livio ^{[1
]}

Mason, Lucia ^{[1
]}

机构：

[1] Univ Padua, Dept Dev Psychol & Socializat, Via Venezia 8, I-35131 Padua, Italy

来源：

JOURNAL OF EARLY ADOLESCENCE | 2019年 / 39卷 / 06期

关键词：

school-related stressor; heart rate variability; temperament; academic performance; psychophysiological response; HEART-RATE-VARIABILITY; CARDIAC VAGAL REGULATION; TEST ANXIETY INVENTORY; NEUROVISCERAL INTEGRATION; COGNITIVE PERFORMANCE; EMOTION REGULATION; CONDUCT PROBLEMS; POLYVAGAL THEORY; CHILDREN; BEHAVIOR;

D O I：

10.1177/0272431618797008

中图分类号：

D669 [社会生活与社会问题]; C913 [社会生活与社会问题];

学科分类号：

1204 ;

摘要：

This study investigated early adolescents' psychophysiological response to a school-related stressor (SRS) as indexed by heart rate variability and examined the unique and interactive effects of heart rate variability and temperament on academic achievement. A total of 91 seventh graders watched an SRS video-clip while their heart rate variability was registered. Temperament and grades were also assessed. Heart rate variability decreased from baseline while watching the video-clip, indicating the activation of a stress response, and returned to basal level when recovering. Regression analyses revealed that among youth with an inhibited temperament, higher heart rate variability in the poststressor phase was related to better performance, whereas socially outgoing students performed well regardless of their recovery rate. These are among the first data to report on the link between early adolescents' parasympathetic self-regulatory activity in response to an SRS, temperamental profiles, and academic functioning. Implications for theory and educational practice are discussed.

引用

页码：904 / 931

页数：28

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