| Biological sensitivity to context moderates the effects of the early teacher-child relationship on the development of mental health by adolescence. | |
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MedLine Citation:
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PMID: 21262045 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
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The moderating effects of biological sensitivity to context (physiological and behavioral stress reactivity) on the association between the early teacher-child relationship and the development of adolescent mental health problems were examined in a community sample of 96 children. Grade 1 measures of biological sensitivity to context included physiological (i.e., slope of mean arterial pressure across a 20- to 30-min stress protocol) and behavioral (i.e., temperamental inhibition/disinhibition) markers. Grade 1 measures of the teacher-child relationship included positive (i.e., closeness) and negative (i.e., conflict) qualities. Mental health symptoms were assessed at Grades 1 and 7. Results of a multiple regression analysis indicated substantial association of the teacher-child relationship with the development of adolescent mental health symptoms, especially for more reactive children. In addition to teacher-child relationship main effects, all four Reactivity x Teacher-Child Relationship interaction terms were statistically significant when controlling for Grade 1 symptom severity, suggesting that both physiological and behavioral reactivity moderate the association of both adverse and supportive aspects of the teacher-child relationship with Grade 7 symptom severity over and above Grade 1 severity. There were important differences, depending on which stress reactivity measure was considered. The importance of these findings for recent theoretical arguments regarding biological sensitivity to context and differential susceptibility is discussed. |
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Authors:
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Marilyn J Essex; Jeffrey M Armstrong; Linnea R Burk; H Hill Goldsmith; W Thomas Boyce |
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Publication Detail:
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Type: Journal Article; Research Support, N.I.H., Extramural |
Journal Detail:
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Title: Development and psychopathology Volume: 23 ISSN: 1469-2198 ISO Abbreviation: Dev. Psychopathol. Publication Date: 2011 Feb |
Date Detail:
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Created Date: 2011-01-25 Completed Date: 2011-04-25 Revised Date: 2012-10-09 |
Medline Journal Info:
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Nlm Unique ID: 8910645 Medline TA: Dev Psychopathol Country: United States |
Other Details:
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Languages: eng Pagination: 149-61 Citation Subset: IM |
Affiliation:
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Department of Psychiatry, University of Wisconsin School of Medicine and Public Health, 6001 Research Park Boulevard, Madison, WI 53719, USA. mjessex@wisc.edu |
Export Citation:
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| MeSH Terms | |
Descriptor/Qualifier:
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Adolescent Autonomic Nervous System / physiology Child Child Development / physiology Child Psychology* Child Rearing / psychology Faculty* Female Humans Interpersonal Relations* Male Mental Health* Psychiatric Status Rating Scales Regression Analysis Stress, Psychological / physiopathology, psychology Temperament |
| Grant Support | |
ID/Acronym/Agency:
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P50 MH052354-060005/MH/NIMH NIH HHS; P50 MH052354-070005/MH/NIMH NIH HHS; P50 MH052354-07S10005/MH/NIMH NIH HHS; P50 MH052354-080005/MH/NIMH NIH HHS; P50 MH052354-090005/MH/NIMH NIH HHS; P50 MH052354-100005/MH/NIMH NIH HHS; P50 MH069315-010005/MH/NIMH NIH HHS; P50 MH069315-020005/MH/NIMH NIH HHS; P50 MH069315-030005/MH/NIMH NIH HHS; P50 MH069315-040005/MH/NIMH NIH HHS; P50 MH069315-050005/MH/NIMH NIH HHS; P50 MH084051-010002/MH/NIMH NIH HHS; P50 MH084051-020002/MH/NIMH NIH HHS; P50 MH084051-030002/MH/NIMH NIH HHS; P50-MH052354/MH/NIMH NIH HHS; P50-MH069315/MH/NIMH NIH HHS; P50-MH084051/MH/NIMH NIH HHS; R01 MH044340-09/MH/NIMH NIH HHS; R01 MH044340-09S1A1/MH/NIMH NIH HHS; R01 MH044340-09S2/MH/NIMH NIH HHS; R01 MH059785-08/MH/NIMH NIH HHS; R01 MH059785-09/MH/NIMH NIH HHS; R01-MH44340/MH/NIMH NIH HHS |
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