Adolescents' Increasing Stress Response to Social Evaluation: Pubertal Effects on Cortisol and Alpha‐Amylase During Public Speaking

Bos, Esther van den; Rooij, Mark de; Miers, Anne C.; Bokhorst, Caroline L.; Westenberg, P. Michiel

doi:10.1111/cdev.12118

Cited by 102 publications

(98 citation statements)

References 61 publications

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“…Perhaps more importantly, the relevance of the stress process model in education is also supported by studies showing that psychosocial stress influences learning and cognition (e.g., Blair & Raver, 2012;Evans & Schamberg, 2009;Quesada, Wiemers, Schoofs, & Wolf, 2012). Moreover, recent findings suggest that stress reactivity is particularly high during adolescence (Romeo, 2013;van den Bos, de Rooij, Miers, Bokhorst, & Westenberg, 2014), thereby highlighting the potential importance of acute stress in the dropout process. Further links between major concepts of the stress process and dropout are proposed in the next sections.…”

Section: The Stress Process As a New Angle To Look At Dropoutmentioning

confidence: 87%

Stressors and Turning Points in High School and Dropout

Dupéré

Leventhal

Dion

et al. 2015

Review of Educational Research

136

103

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High school dropout is commonly seen as the result of a long-term process of failure and disengagement. As useful as it is, this view has obscured the heterogeneity of pathways leading to dropout. Research suggests, for instance, that some students leave school not as a result of protracted difficulties but in response to situations that emerge late in their schooling careers, such as health problems or severe peer victimization. Conversely, others with a history of early difficulties persevere when their circumstances improve during high school. Thus, an adequate understanding of why and when students drop out requires a consideration of both long-term vulnerabilities and proximal disruptive events and contingencies. The goal of this review is to integrate long-term and immediate determinants of dropout by proposing a stress process, life course model of dropout. This model is also helpful for understanding how the determinants of dropout vary across socioeconomic conditions and geographical and historical contexts. There have been repeated calls in the scientific literature to consider high school dropout not as an event but as a process (see Christenson & Thurlow, 2004;Rumberger, 2011). In this view, dropout is the endpoint of a long trajectory of disengagement starting as soon as, and even before, children enter school. This long-term approach has led to breakthroughs in our understanding of the roots of dropout. Longitudinal studies spanning the first two decades of life have illuminated the role that early family circumstances and school experiences play in putting some children on a high-risk trajectory for dropout (e. Beechum, 2014). Understanding the causes of dropout among students who do not follow a clearly identified pathway out of school is necessary to tailor interventions to their needs (Feinstein & Peck, 2008). Among these dropouts, precipitating factors (i.e., situations emerging for high school students not long before the decision to dropout is made) could play an important role (e.g., see Bowers & Sprott, 2012b; America's Promise Alliance, 2014).In addition, even among students already considered at risk when they enter high school, there is considerable heterogeneity in terms of timing and outcomes, with some leaving school later than others and others unexpectedly graduating (Bowers, Sprott, & Taff, 2013;Vitaro, Larocque, Janosz, & Tremblay, 2001). This heterogeneity could be determined in part by circumstances emerging late in students' schooling careers. In fact, improved circumstances in adolescence can close wide achievement gaps established during the elementary school years (Dobbie & Fryer, 2011). Conversely, peak vulnerability could arise when early failure intersects with challenging circumstances in high school, such as when students are under important stress or are offered new opportunities incompatible with schooling (e.g., a full-time job). Attention to such precipitating factors among students following a recognizable long-term problematic path could contribute to a ...

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Section: The Stress Process As a New Angle To Look At Dropoutmentioning

confidence: 87%

Stressors and Turning Points in High School and Dropout

Dupéré

Leventhal

Dion

et al. 2015

Review of Educational Research

136

103

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“…Empirical fi ndings show a normative increase in subjective and physiological sensitivity to negative evaluation from age peers during adolescence ( Van den Bos et al 2014 ;Westenberg et al 2004 ). The inherently social nature of school combined with a developmental increase in sensitivity to negative evaluation highlights the potential infl uence of this setting on the adolescent.…”

mentioning

confidence: 99%

Social Anxiety and the School Environment of Adolescents

Blöte

Miers

Heyne

et al. 2015

Social Anxiety and Phobia in Adolescents

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“…The findings that the magnitude of the overall cortisol response increases with pubertal development ( Van den Bos et al, 2014), but is not affected by the transition to recursive thinking are in line with suggestions in the neurodevelopmental literature that the increasing sensitivity to social evaluation in adolescence is mainly due to sensitization of the affective node by pubertal hormones (Burnett et al, 2011;Haller et al, 2014;Nelson et al, 2005;Somerville, 2013). The increase in anticipation of social evaluation with the transition to recursive thinking may be related to developmental changes in the cognitive-regulatory node, which Nelson et al (2005) related to theory of mind operations and executive functions.…”

Section: Discussionmentioning

confidence: 99%

“…normative developments in the physical (e.g. Van den Bos et al, 2014) and socio-cognitive domains. The SAND-study was approved by the Leiden University Medical Ethical Committee and carried out in accordance with the Declaration of Helsinki.…”

Section: Methods Participantsmentioning

confidence: 99%

“…One investigated whether the development of recursive thinking levels off in early adolescence or continues thereafter, demonstrating that the total recursive thinking score, computed over all types of items, increased linearly throughout adolescence (Van den Bos et al, 2016). The other study aimed to disentangle the effects of age and pubertal development on neuroendocrine responses to the LPST ( Van den Bos, et al, 2014). The results showed that the overall cortisol and salivary alpha-amylase responses were more strongly related to pubertal development than to age.…”

Section: Present Studymentioning

confidence: 99%

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Effects of adolescent sociocognitive development on the cortisol response to social evaluation.

Bos¹,

Duijvenvoorde²,

Westenberg³

2016

Developmental Psychology

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Adolescents become increasingly sensitive to social evaluation. Some previous studies have related this change to pubertal development. The present longitudinal study examined the role of sociocognitive development. We investigated whether or not the transition to recursive thinking, the ability to think about (others’) thoughts, would be associated with changes in the magnitude and timing of the cortisol response to social evaluation. Salivary cortisol was obtained during the Leiden Public Speaking Task. The task was administered twice with a 2-year interval to 221 participants, aged 9–17 years at Time 1. The area under the curve was computed to assess the magnitude of the overall cortisol response. Two difference scores, reflecting speech anticipation and speech delivery, were computed to assess the timing of the cortisol response. Recursive thinking was measured with a cartoon description task. Regression analyses with clustered bootstrap controlling for pubertal development, age, and general cognitive functioning showed that the transition to recursive thinking predicted an increase in the cortisol response to speech anticipation, but was unrelated to the magnitude of the overall cortisol response. This is in line with the view that increasing sensitivity to social evaluation in adolescence is mainly due to the effects of pubertal hormones on affective regions of the brain. Sociocognitive development affected the timing rather than the magnitude of the cortisol response. The results suggest that recursive thinking enables earlier realization of social-evaluative threat.

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Adolescents' Increasing Stress Response to Social Evaluation: Pubertal Effects on Cortisol and Alpha‐Amylase During Public Speaking

Cited by 102 publications

References 61 publications

Stressors and Turning Points in High School and Dropout

Stressors and Turning Points in High School and Dropout

Social Anxiety and the School Environment of Adolescents

Effects of adolescent sociocognitive development on the cortisol response to social evaluation.

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