Does Stress-Related Growth Really Matter for Adolescents’ Day-to-Day Adaptive Functioning?

2016 ◽  
Vol 37 (5) ◽  
pp. 677-695 ◽  
Author(s):  
Cade D. Mansfield ◽  
Lisa M. Diamond
Keyword(s):  
Individual Differences ◽  
Social Stress ◽  
Adaptive Functioning ◽  
Social Resources ◽  
Coping Behaviors ◽  
Daily Stress ◽  
Domain Specific ◽  
Adolescent Stress ◽  
Questionnaire Measure ◽  
Empirical Demonstration

Adolescent stress-related growth refers to enhancement in an adolescent’s cognitive-affective or social resources as a result of experiencing stressors. We tested whether adolescents reporting high levels of stress-related growth showed superior adaptation outcomes on a day-to-day basis. Participants ( n = 91; females = 46, age = 14) completed a questionnaire measure of stress-related growth and kept a diary of emotional and interpersonal functioning for 10 consecutive days. Individual differences in cognitive-affective stress-related growth moderated associations between daily stress levels and adaptive coping behaviors, whereas individual differences in social stress-related growth moderated associations between daily mother-child conflict and end-of-day negative affect. This study provides the first empirical demonstration of domain-specific forms of stress-related growth during adolescence.

Individual Differences in Response to Chronic Social Stress: Behavioral, Endocrine and Immune Profiles

2008 ◽  
Author(s):  
Eneritz Gomez ◽  
Amaia Arregi ◽  
Garikoitz Beitia ◽  
Oscar Vegas ◽  
Arantza Azpiroz ◽  
...  
Keyword(s):  
Individual Differences ◽  
Social Stress ◽  
Chronic Social Stress

The Development of Self-Representations During the Transition to Early Adolescence: The Role of Gender, Puberty, and School Transition

2016 ◽  
Vol 37 (6) ◽  
pp. 774-804 ◽  
Author(s):  
Kathrin Schaffhuser ◽  
Mathias Allemand ◽  
Beate Schwarz
Keyword(s):  
Individual Differences ◽  
Early Adolescence ◽  
Pubertal Timing ◽  
School Transition ◽  
Late Childhood ◽  
Time Varying ◽  
Domain Specific ◽  
Representation Level ◽  
Over Time

The present study investigated the development of global and domain-specific self-representations in the transition from late childhood to early adolescence and tested whether gender, puberty, and school transition help explain individual differences in change. The study was based on three measurement occasions over 2 years and included 248 adolescents (average age at T1 = 10.6 years). Findings indicated both stability and change over time. Individual differences in change were partially explained by gender and school transition. It revealed that girls experienced steeper decreasing trajectories and were more negatively affected by school transition in comparison with boys. Time-varying associations between puberty and self-representations were evident in terms of perceived pubertal timing. Findings suggest that both biological (pubertal timing) and contextual factors (school transition) play a role in explaining individual differences of self-representation level as well as their development in girls’ and boys’ transition to early adolescence.

scholarly journals Flourishing and its Associations with Affective Reactivity and Recovery to Daily Stress

2019 ◽  
Author(s):  
Alexandra Drake ◽  
Bruce P Dore ◽  
Emily B. Falk ◽  
Perry Zurn ◽  
Danielle S Bassett ◽  
...  
Keyword(s):  
Individual Differences ◽  
Negative Mood ◽  
Well Being ◽  
Moderating Effects ◽  
Daily Stress ◽  
Marked Individual ◽  
Affective Reactivity ◽  
Stress Effects ◽  
Effects Of Stress ◽  
The Impact

There are marked individual differences in the impact of daily stress on health. We use trait measures of well-being, here quantified as flourishing, and daily reports of stress and negative mood to test (i) the moderating effects of flourishing on affective reactivity and recovery in response to increases in daily stress. To examine whether high curiosity acts as a resource to diminish stress effects, we additionally test (ii) the association between flourishing and curiosity and (iii) the associations between day’s curiosity and both affective reactivity and recovery. We then test for (iv) prospective associations between affective reactivity and recovery and change in flourishing over 3 months. People high in flourishing show lower affective reactivity and augmented recovery. Participants high in flourishing exhibit more frequent days of high curiosity and high curiosity buffers the effects of stress on day’s mood. Finally, greater affective reactivity is associated with longitudinal decreases in flourishing.

scholarly journals The Trust in Voting Systems (TVS) Measure

2022 ◽  
Vol 18 (1) ◽  
pp. 0-0
Keyword(s):  
Individual Differences ◽  
Voting Systems ◽  
Human Computer Interactions ◽  
Domain Specific ◽  
Trust In Technology ◽  
Mean Differences ◽  
Validated Instrument ◽  
Voting Method ◽  
Computer Interactions

It is essential to democracy that voters trust voting systems enough to participate in elections and use these systems. Unfortunately, voter trust has been found to be low in many situations, which could detrimentally impact human-computer interactions in voting. Therefore, it is important to understand the degree to which voters trust any specific voting method. Voting researchers have developed and used measures of overall trust in technology; yet researchers have long argued that trust in systems is domain-specific, implying that system-specific measures should be used instead. To address this latter point, this paper describes the development of a psychometrically reliable and validated instrument called the Trust in Voting Systems (TVS) measure. The TVS not only allows researchers to understand group mean differences in trust across voting systems; it also allows researchers to understand individual differences in trust within systems—all of which collectively serves to inform and improve voting systems.

scholarly journals What drives individual differences in statistical learning? The role of perceptual fluency and familiarity

2018 ◽  
Author(s):  
Amy Perfors ◽  
Evan Kidd
Keyword(s):  
Individual Differences ◽  
Statistical Learning ◽  
Learning Task ◽  
Perceptual Fluency ◽  
Learning Performance ◽  
Visual Modality ◽  
Learning Skills ◽  
Domain Specific ◽  
Different Levels

Humans have the ability to learn surprisingly complicated statistical information in a variety of modalities and situations, often based on relatively little input. These statistical learning (SL) skills appear to underlie many kinds of learning, but despite their ubiquity, we still do not fully understand precisely what SL is and what individual differences on SL tasks reflect. Here we present experimental work suggesting that at least some individual differences arise from variation in perceptual fluency — the ability to rapidly or efficiently code and remember the stimuli that statistical learning occurs over. We show that performance on a standard SL task varies substantially within the same (visual) modality as a function of whether the stimuli involved are familiar or not, independent of stimulus complexity. Moreover, we find that test-retest correlations of performance in a statistical learning task using stimuli of the same level of familiarity (but distinct items) are stronger than correlations across the same task with different levels of familiarity. Finally, we demonstrate that statistical learning performance is predicted by an independent measure of stimulus-specific perceptual fluency which contains no statistical learning component at all. Our results suggest that a key component of SL performance may be unrelated to either domain-specific statistical learning skills or modality-specific perceptual processing.

Constructing and measuring domain-specific emotions for affective design: a descriptive approach to deal with individual differences

Ergonomics ◽  
2020 ◽  
Vol 63 (5) ◽  
pp. 563-578
Author(s):  
Mingcai Hu ◽  
Fu Guo ◽  
Vincent G. Duffy ◽  
Zenggen Ren ◽  
Peng Yue
Keyword(s):  
Individual Differences ◽  
Affective Design ◽  
Domain Specific ◽  
Descriptive Approach
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