Examining the role of socioeconomic status and temperament in the hair cortisol levels of infants

2020 ◽  
Vol 63 (1) ◽  
pp. 31-41 ◽  
Author(s):  
Zeynep Ertekin ◽  
Sibel K. Berument ◽  
Megan R. Gunnar
Keyword(s):  
Socioeconomic Status ◽  
Hair Cortisol ◽  
Cortisol Levels

scholarly journals Association of screen time with long-term stress and temperament in preschoolers: results from the DAGIS study

2020 ◽  
Vol 179 (11) ◽  
pp. 1805-1812
Author(s):  
Marja H. Leppänen ◽  
Katri Sääksjärvi ◽  
Henna Vepsäläinen ◽  
Carola Ray ◽  
Pauliina Hiltunen ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Preschool Children ◽  
Young Children ◽  
Screen Time ◽  
Effortful Control ◽  
Cortisol Concentration ◽  
Hair Cortisol ◽  
Moderating Role

Abstract Screen time is increasing rapidly in young children. The aim of this study was to examine associations of long-term stress and temperament with screen time in Finnish preschool children and the moderating role of socioeconomic status. Cross-sectional DAGIS data were utilized. Long-term stress was assessed using hair cortisol concentration, indicating values of the past 2 months. Temperament was reported by the parents using the Children’s Behavior Questionnaire (the Very Short Form), and three broad temperament dimensions were constructed: surgency, negative affectivity, and effortful control. Screen time was reported by the parents over 7 days. The highest education level in the household was used as an indicator of socioeconomic status. In total, 779 children (mean age, 4.7 ± 0.9 years, 52% boys) were included in the study. Of the temperament dimensions, a higher effortful control was associated with less screen time (B = − 6.70, p = 0.002). There was no evidence for an association between hair cortisol concentration and screen time nor a moderating role of socioeconomic status in the associations (p > 0.05). Conclusion: Our findings indicate that preschool children with a higher score in effortful control had less screen time. Because effortful control reflects general self-regulatory abilities, promoting these skills may be effective in reducing screen time in young children. What is Known: • Screen time has increased rapidly during the last decades, and higher screen time has been linked with numerous adverse health consequences in children. • There are no previous studies investigating associations of long-term stress and temperament with screen time in young children. What is New: • Of the temperament dimensions, effortful control was associated with higher screen time in preschool children, but there was no association found between long-term stress and screen time. • Since effortful control reflects general self-regulatory abilities, promoting these skills may be effective in reducing screen time in young children.

scholarly journals Stress Reactivity Influences the Relationship between Emotional Labor Strategies and Job Burnouts among Chinese Hospital Nurses

2020 ◽  
Vol 2020 ◽  
pp. 1-13
Author(s):  
Huihua Deng ◽  
Hanyao Wu ◽  
Xingliang Qi ◽  
Caixiang Jin ◽  
Jianmei Li
Keyword(s):  
Emotional Exhaustion ◽  
Emotional Labor ◽  
Stress Reactivity ◽  
Job Burnout ◽  
Hospital Nurses ◽  
Hair Cortisol ◽  
Surface Acting ◽  
Deep Acting ◽  
Cortisol Levels

Extant studies mostly focused on the buffering role of social and external organizational resources and personal mental resources. However, there is no research exploring the moderating role of personal physiological resources (e.g., stress reactivity). The present study is aimed at examining the interactive effect of emotional labor and stress reactivity on job burnout. The present study utilized cortisol content in a 1 cm hair segment as the biomarker of total stress reactivity in one month. The participants were 229 female hospital nurses randomly recruited from city hospitals, China. They self-reported their emotional labor strategies and job burnout syndromes and provided 1 cm hair segments closest to the scalp two weeks later after the survey. Hair cortisol content was determined with high-performance liquid chromatography-tandem mass spectrometry. The results revealed that hair cortisol can moderate the associations of surface acting with emotional exhaustion and personal burnout; of deep acting with emotional exhaustion, depersonalization, and personal burnout; and of expression of naturally felt emotions with professional inefficacy. In particular, nurses with high cortisol levels not only showed higher emotional exhaustion than those with low cortisol levels under high surface acting but also showed lower emotional exhaustion under low surface acting. A similar situation was true for nurses’ emotional exhaustion and depersonalization in the context of deep acting. Nurses with low hair cortisol levels not only showed higher professional inefficacy than those with high hair cortisol levels under low expression of naturally felt emotions but also showed lower professional inefficacy under high expression of naturally felt emotions. Additionally, nurses with high hair cortisol levels showed lower personal burnout than those with low hair cortisol levels under low surface acting or high deep acting. In summary, the interaction pattern between stress reactivity and emotional labor was varied with the nature of emotional labor strategy and job burnout.

Socioeconomic status in children is associated with hair cortisol levels as a biological measure of chronic stress

2016 ◽  
Vol 65 ◽  
pp. 9-14 ◽  
Author(s):  
J. Vliegenthart ◽  
G. Noppe ◽  
E.F.C. van Rossum ◽  
J.W. Koper ◽  
H. Raat ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Chronic Stress ◽  
Hair Cortisol ◽  
Cortisol Levels

scholarly journals Hair cortisol levels in pregnancy as a possible determinant of fetal sex: a longitudinal study

2021 ◽  
pp. 1-6
Author(s):  
Borja Romero-Gonzalez ◽  
Jose A. Puertas-Gonzalez ◽  
Raquel Gonzalez-Perez ◽  
Marta Davila ◽  
Maria Isabel Peralta-Ramirez
Keyword(s):  
Low Birthweight ◽  
First Trimester ◽  
Hair Cortisol ◽  
Negative Results ◽  
Stress Vulnerability ◽  
Biological Stress ◽  
First Trimester Of Pregnancy ◽  
Prenatal Distress ◽  
Cortisol Levels ◽  
The Relationship

Abstract Stress during pregnancy has been widely studied and associated to different variables, usually with negative results for the health of the mother and the newborn, such as having a higher risk of suffering postpartum depression, premature birth, obstetrics complications or low birthweight, among others. However, there are not many lines of research that study the role that the sex of the baby plays on this specific stress and vice versa. Thus, the main objective was to analyse the relationship between the sex of the offspring and the stress of the mothers in the first trimester of pregnancy. In order to achieve this, 108 women had their biological stress measured (trough hair cortisol levels) and psychological stress evaluated (the Prenatal Distress Questionnaire (PSS), the Perceived Stress Scale (PDQ) and the Stress Vulnerability Inventory (IVE)). The results revealed significant differences in maternal hair cortisol levels in the first trimester based on the sex of the baby they had given birth to (t = −2.04; P < 0.05): the concentration of the hormone was higher if the baby was a girl (164.36:54.45-284.87 pg/mg) than if it was a boy (101.13:37.95-193.56 pg/mg). These findings show that the sex of the future baby could be conditioned, among many other variables, by the mother´s stress levels during conception and first weeks of pregnancy. Further research is needed in this area to support our findings.

scholarly journals The Role of Parent Educational Attainment in Parenting and Children’s Development

2021 ◽  
Vol 30 (2) ◽  
pp. 186-192
Author(s):  
Pamela E. Davis-Kean ◽  
Lauren A. Tighe ◽  
Nicholas E. Waters
Keyword(s):  
Socioeconomic Status ◽  
Academic Success ◽  
Educational Attainment ◽  
Home Environment ◽  
Family Income ◽  
Developmental Outcomes ◽  
Cognitive Stimulation ◽  
Educational Inequalities ◽  
Powerful Predictor

Socioeconomic status (SES)—indexed via parent educational attainment, parent occupation, and family income—is a powerful predictor of children’s developmental outcomes. Variations in these resources predict large academic disparities among children from different socioeconomic backgrounds that persist over the years of schooling, perpetuating educational inequalities across generations. In this article, we provide an overview of a model that has guided our approach to studying these influences, focusing particularly on parent educational attainment. Parents’ educational attainment typically drives their occupations and income and is often used interchangeably with SES in research. We posit that parent educational attainment provides a foundation that supports children’s academic success indirectly through parents’ beliefs about and expectations for their children, as well as through the cognitive stimulation that parents provide in and outside of the home environment. We then expand this model to consider the intergenerational contributions and dynamic transactions within families that are important considerations for informing potential avenues for intervention.

scholarly journals Analyzing input quality along three dimensions: interactive, linguistic, and conceptual

2019 ◽  
Vol 47 (1) ◽  
pp. 5-21 ◽  
Author(s):  
Meredith L. ROWE ◽  
Catherine E. SNOW
Keyword(s):  
Socioeconomic Status ◽  
Early Childhood ◽  
Language Learning ◽  
Pretend Play ◽  
Three Dimensions ◽  
Book Reading ◽  
Future Research ◽  
Input Quality ◽  
Children's Development

AbstractThis paper provides an overview of the features of caregiver input that facilitate language learning across early childhood. We discuss three dimensions of input quality: interactive, linguistic, and conceptual. All three types of input features have been shown to predict children's language learning, though perhaps through somewhat different mechanisms. We argue that input best designed to promote language learning is interactionally supportive, linguistically adapted, and conceptually challenging for the child's age/level. Furthermore, input features interact across dimensions to promote learning. Some but not all qualities of input vary based on parent socioeconomic status, language, or culture, and contexts such as book-reading or pretend play generate uniquely facilitative input features. The review confirms that we know a great deal about the role of input quality in promoting children's development, but that there is much more to learn. Future research should examine input features across the boundaries of the dimensions distinguished here.

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