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Temperament, cortisol activity, and ...

Tout, Kathryn Ann.

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Temperament, cortisol activity, and preschoolers' peer relations.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Temperament, cortisol activity, and preschoolers' peer relations./
作者:	Tout, Kathryn Ann.
面頁冊數:	102 p.
附註:	Advisers: Megan R. Gunnar; Willard W. Hartup.
Contained By:	Dissertation Abstracts International58-07B.
標題:	Education, Early Childhood. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9801019
ISBN:	0591503867

Temperament, cortisol activity, and preschoolers' peer relations.
Tout, Kathryn Ann.

Temperament, cortisol activity, and preschoolers' peer relations. - 102 p.

Advisers: Megan R. Gunnar; Willard W. Hartup.

Thesis (Ph.D.)--University of Minnesota, 1997.

The purpose of this study was to identify the temperamental correlates of preschoolers' sociometric status and to examine how daily patterns of cortisol, a stress-sensitive hormone, were related to children's peer interactions and peer status. Teacher reports of temperament (Surgency, Effortful Control, and Negative Affectivity), sociometric nominations, daily observations of classroom behavior, and daily saliva samples (used for cortisol determination) were collected for 129 preschool children (58 girls, 71 boys; mean age = 4 years-3 months) at a university-based laboratory school.

ISBN: 0591503867Subjects--Topical Terms:

1017530
Education, Early Childhood.

Temperament, cortisol activity, and preschoolers' peer relations.
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100 1 $a Tout, Kathryn Ann. $3 1261935
245 1 0 $a Temperament, cortisol activity, and preschoolers' peer relations.
300 $a 102 p.
500 $a Advisers: Megan R. Gunnar; Willard W. Hartup.
500 $a Source: Dissertation Abstracts International, Volume: 58-07, Section: B, page: 3949.
502 $a Thesis (Ph.D.)--University of Minnesota, 1997.
520 $a The purpose of this study was to identify the temperamental correlates of preschoolers' sociometric status and to examine how daily patterns of cortisol, a stress-sensitive hormone, were related to children's peer interactions and peer status. Teacher reports of temperament (Surgency, Effortful Control, and Negative Affectivity), sociometric nominations, daily observations of classroom behavior, and daily saliva samples (used for cortisol determination) were collected for 129 preschool children (58 girls, 71 boys; mean age = 4 years-3 months) at a university-based laboratory school.
520 $a Temperament dimensions were related to children's social behavior in the preschool classroom, but they added little explanatory power to measures of sociometric status once classroom behavior and teacher-rated aggression were taken into account. In general, associations among the measures were stronger for boys than for girls.
520 $a Cluster analyses identified three "profiles" of temperament and classroom behavior which had distinct sociometric correlates. Focused-reserved children were low on Surgency, Negative Interactions, and Aggression and were high on Effortful Control. Focused-reserved boys were less accepted by their peers than other boys. Impulsive-aggressive children were high on Surgency and Aggression and low on Effortful Control. Impulsive-aggressive boys and girls were younger than other children and were more disliked by their peers. Socially-skilled boys, those who were balanced on the temperament and classroom behavior measures, had lower levels of cortisol than other boys, engaged in more appropriate social interactions, and were well-liked by their peers. No sociometric status differences were noted among socially-skilled girls and girls in the other clusters.
520 $a The results of this study are consistent with the hypothesis that children who are capable of balancing outgoing, high-energy behaviors with self-regulatory behaviors are well-liked by their peers. In contrast, at least for boys, children who do not control impulsive behaviors or who are shy and reserved are likely to be disliked by peers and/or to show altered patterns of cortisol production.
590 $a School code: 0130.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Psychology, Psychobiology. $3 1017821
650 4 $a Psychology, Social. $3 529430
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710 2 0 $a University of Minnesota. $3 676231
773 0 $t Dissertation Abstracts International $g 58-07B.
790 $a 0130
790 1 0 $a Gunnar, Megan R., $e advisor
790 1 0 $a Hartup, Willard W., $e advisor
791 $a Ph.D.
792 $a 1997
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9801019