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Cited by 457Child and Adolescent Psychosocial and Emotional DevelopmentResilience and Mental HealthChild Abuse and Trauma

COMPETENCE AND STRESS IN SCHOOL CHILDREN: THE MODERATING EFFECTS OF INDIVIDUAL AND FAMILY QUALITIES

Masten, Ann S., Garmezy, Norman, Tellegen, Auke, Pellegrini, David S., Larkin, Kevin, Larsen, Andrea·1988·Journal of Child Psychology and Psychiatry
DOI 10.1111/j.1469-7610.1988.tb00751.x
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Abstract

This study examined the associations of stress exposure to various aspects of school-based competence in a normative sample of 205 children aged 8-13. Potential moderators of these relations, including child attributes of sex and IQ and environmental attributes of socioeconomic status (SES) and family qualities, were also studied. Stress exposure was indexed by a life event questionnaire. Competence was assessed by teacher ratings, peer assessments and school record data. Family attributes were derived from a set of rating scales completed by interviewers after 6 hours of interviews with a parent. Results suggest that the relations of stress exposure to competence vary as a function of individual differences as well as the competence criterion. Disadvantaged children, with lower IQ and SES, and less positive family qualities, were generally less competent and more likely to be disruptive at high stress levels. Advantaged children were more competent, and with stress positively engaged in school, but were not likely to be disruptive. Boys were less socially competent than girls and, when stress was high, appeared to be less protected by positive family qualities. Causal hypotheses for future research in this area are discussed.

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Crossref · 10.1111/j.1469-7610.1988.tb00751.x

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  • Nonlinear models suggest that individual experiences and outcomes result from both stress dosage and the quality of the recovery environment.

    “For example, nonlinear models (e.g., Garmezy, Masten, & Tellegen, 1984;Masten et al., 1988) suggest that individual experiences and outcomes result from both stress dosage and the quality of the recovery environment.”

    From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Masten et al., 1988

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Authors
Masten, A. S., Garmezy, N., Tellegen, A., Pellegrini, D. S., Larkin, K., & Larsen, A.
Affiliations
  • University of Minnesota (US)
  • Catholic University of America (US)
Corresponding author
Masten, Ann S.
ORCID
Venue
Journal of Child Psychology and Psychiatry
Publisher
Wiley
Published
1988-11
Volume
29
Issue
6
Pages
745-764
ISSN
  • 0021-9630 (ISSN-L)
  • 1469-7610
DOI
10.1111/j.1469-7610.1988.tb00751.x
OpenAlex
W2031455197
Cited by
457
References
42
Citations by year
2025: 5 · 2024: 3 · 2023: 5 · 2022: 6 · 2021: 5 · 2020: 9 · 2019: 10 · 2018: 8 · 2017: 6 · 2016: 10 · 2015: 16 · 2014: 13 · 2013: 15 · 2012: 19
FWCI
12.91
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 6610 d)
Locations
  • Journal of Child Psychology and Psychiatry (publishedVersion)
  • PubMed (publishedVersion)
Funders
  • National Institutes of Health (5r01mh033222-09)
  • Medical Research Council
  • National Institute of Mental Health (R01-MH-33222)
Topics
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
  • Social Sciences › Psychology › Clinical Psychology › Resilience and Mental Health
  • Social Sciences › Psychology › Clinical Psychology › Child Abuse and Trauma
Keywords
stress exposure, elementary school students, life events, socioeconomic status, family quality, IQ, sex differences, disruptive behavior, social competence, academic engagement, moderating effect, teacher ratings, peer assessment
MeSH terms
Achievement, Adaptation, Psychological, Aptitude, Child, Child Behavior Disorders, Child Development, Female, Humans, Intelligence, Learning Disabilities, Life Change Events, Male, Parent-Child Relations, Psychological Tests, Risk Factors, Stress, Psychological

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