1
|
Zhao S, Du H, Chen L, Chi P. Interplay of Adolescents' and Parents' Mindsets of Socioeconomic Status on Adolescents' Stress-Related Outcomes. J Youth Adolesc 2024:10.1007/s10964-024-01975-y. [PMID: 38580892 DOI: 10.1007/s10964-024-01975-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2023] [Accepted: 03/21/2024] [Indexed: 04/07/2024]
Abstract
The reciprocity and variation of values and beliefs are dynamic features of the parent-child relationship. Parents and adolescents may hold congruent or incongruent views regarding the malleability of socioeconomic status (mindset of SES), potentially influencing adolescents' psychological and physiological stress outcomes, as reflected in stress perceptions and the hypothalamic-pituitary-adrenal (HPA) axis functioning. The current study investigated how patterns of parent-adolescent congruence and incongruence in mindset of SES were associated with adolescents' perceived stress and diurnal cortisol patterns four months later. A total of 253 adolescents (Mage = 12.60, 46.2% girls) and their parents (Mage = 40.09 years, 59.5% mothers) participated in this study. Polynomial regression analyses and response surface analyses showed that adolescents perceived lower levels of stress when they themselves or their parents reported a stronger growth mindset of SES. Additionally, adolescents with a stronger growth mindset of SES also exhibited a steeper diurnal cortisol slope. Moreover, parents' mindset significantly interacted with adolescents' mindset to influence adolescents' diurnal cortisol patterns such that when adolescents hold weaker growth mindset of SES, those with higher parental growth mindsets had significantly higher cortisol awakening response and steeper diurnal cortisol slope. Furthermore, adolescents who showed incongruence with their parents but had averagely stronger growth mindsets of SES reported a significantly steeper diurnal cortisol slope than those who had averagely weaker growth mindsets with their parents. The findings point to the beneficial impacts of the growth mindset of SES on stress-related outcomes among adolescents, as well as the significance of considering both parents' and adolescents' mindsets when exploring these associations.
Collapse
Affiliation(s)
- Shan Zhao
- School of Public Health, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Hongfei Du
- Department of Psychology, Beijing Normal University at Zhuhai, Zhuhai, China
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Lihua Chen
- Higher Education Research Institute, Shantou University, Shantou, China
| | - Peilian Chi
- Department of Psychology, Faculty of Social Sciences, University of Macau, Macau SAR, China.
- Centre for Cognitive and Brain Sciences, University of Macau, Macau SAR, China.
| |
Collapse
|
2
|
Prieto-Fidalgo Á, Calvete E. The role of interpretation biases and safety behaviours in social anxiety: an intensive longitudinal study. Behav Cogn Psychother 2024; 52:49-64. [PMID: 37643997 DOI: 10.1017/s1352465823000358] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/31/2023]
Abstract
BACKGROUND Interpretation bias and safety behaviours (Safe-B) have been proposed as factors perpetuating social anxiety (SA). However, longitudinal research on how they contribute to SA in everyday life is scarce. AIM The aim was to examine whether interpretation bias predicts daily Safe-B and SA. A mediated moderation was hypothesized, where the relationship between daily social stressors and Safe-B would be moderated by interpretation bias, and Safe-B, in turn, would mediate the association between stressors and SA levels. In addition, it was hypothesized that prior levels of SA would predict higher Safe-B use, especially in co-occurrence with stressors. METHOD An intensive longitudinal design was employed, with 138 vocational training students (51% men, mean age 20.15 years). They completed initial measures of SA and interpretation bias and 7-day diaries with measures of social stressors, Safe-B, and SA. They reported SA levels two months later. RESULTS Both stressors and interpretation bias in ambiguous situations predicted Safe-B, which in turn predicted daily SA levels. However, neither interpretation bias nor Safe-B predicted SA levels at the follow-up, and interpretation bias did not moderate the association between stressors and daily SA. In addition, the relationship between stressors and Safe-B was stronger in people with higher initial SA levels. CONCLUSIONS The results suggest that Safe-B are a mechanism through which earlier SA levels and interpretation bias contribute to higher SA levels in daily life.
Collapse
Affiliation(s)
- Ángel Prieto-Fidalgo
- Faculty of Health Sciences, Department of Psychology, University of Deusto, Bilbao, Spain
| | - Esther Calvete
- Faculty of Health Sciences, Department of Psychology, University of Deusto, Bilbao, Spain
| |
Collapse
|
3
|
Jiang X, Mueller CE, Paley N. A Systematic Review of Growth Mindset Interventions Targeting Youth Social–Emotional Outcomes. School Psychology Review 2023. [DOI: 10.1080/2372966x.2022.2151321] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
|
4
|
Yeager DS, Bryan CJ, Gross JJ, Murray JS, Krettek Cobb D, H F Santos P, Gravelding H, Johnson M, Jamieson JP. A synergistic mindsets intervention protects adolescents from stress. Nature 2022; 607:512-520. [PMID: 35794485 PMCID: PMC9258473 DOI: 10.1038/s41586-022-04907-7] [Citation(s) in RCA: 27] [Impact Index Per Article: 13.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2021] [Accepted: 05/25/2022] [Indexed: 11/09/2022]
Abstract
Social-evaluative stressors-experiences in which people feel they could be judged negatively-pose a major threat to adolescent mental health1-3 and can cause young people to disengage from stressful pursuits, resulting in missed opportunities to acquire valuable skills. Here we show that replicable benefits for the stress responses of adolescents can be achieved with a short (around 30-min), scalable 'synergistic mindsets' intervention. This intervention, which is a self-administered online training module, synergistically targets both growth mindsets4 (the idea that intelligence can be developed) and stress-can-be-enhancing mindsets5 (the idea that one's physiological stress response can fuel optimal performance). In six double-blind, randomized, controlled experiments that were conducted with secondary and post-secondary students in the United States, the synergistic mindsets intervention improved stress-related cognitions (study 1, n = 2,717; study 2, n = 755), cardiovascular reactivity (study 3, n = 160; study 4, n = 200), daily cortisol levels (study 5, n = 118 students, n = 1,213 observations), psychological well-being (studies 4 and 5), academic success (study 5) and anxiety symptoms during the 2020 COVID-19 lockdowns (study 6, n = 341). Heterogeneity analyses (studies 3, 5 and 6) and a four-cell experiment (study 4) showed that the benefits of the intervention depended on addressing both mindsets-growth and stress-synergistically. Confidence in these conclusions comes from a conservative, Bayesian machine-learning statistical method for detecting heterogeneous effects6. Thus, our research has identified a treatment for adolescent stress that could, in principle, be scaled nationally at low cost.
Collapse
Affiliation(s)
- David S Yeager
- Department of Psychology and Behavioral Science and Policy Institute, University of Texas at Austin, Austin, TX, USA.
| | - Christopher J Bryan
- Department of Business, Government, and Society and Behavioral Science and Policy Institute, University of Texas at Austin, Austin, TX, USA.
| | - James J Gross
- Department of Psychology, Stanford University, Stanford, CA, USA
| | - Jared S Murray
- Department of Information, Risk and Operations Management, University of Texas at Austin, Austin, TX, USA
- Department of Statistics and Data Sciences, University of Texas at Austin, Austin, TX, USA
| | | | - Pedro H F Santos
- Department of Information, Risk and Operations Management, University of Texas at Austin, Austin, TX, USA
| | - Hannah Gravelding
- Department of Psychology, University of Rochester, Rochester, NY, USA
| | - Meghann Johnson
- Department of Psychology and Behavioral Science and Policy Institute, University of Texas at Austin, Austin, TX, USA
| | - Jeremy P Jamieson
- Department of Psychology, University of Rochester, Rochester, NY, USA.
| |
Collapse
|
5
|
Yang JY, McDonald KL, Seo S. Attributions about Peer Victimization in US and Korean Adolescents and Associations with Internalizing Problems. J Youth Adolesc 2022. [PMID: 35523925 DOI: 10.1007/s10964-022-01622-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2022] [Accepted: 04/20/2022] [Indexed: 10/18/2022]
Abstract
Although there is cultural variability in how individuals make attributions for their own and others' behaviors, cultural variation in youth's attributions about peer victimization and their relation with internalizing problems has gone unexamined. To address this issue, adolescents from the U.S. (n = 292, 60% female, 79.5% White, Mage = 13.6, SD = 0.65) and Korea (n = 462, 50.2% female, Mage = 13.7, SD = 0.58) reported on their peer victimization, depressive symptoms, social anxiety, self-worth, and rated their attributions to vignettes about peer victimization. Multigroup confirmatory analyses found that Korean and American youth conceptualized characterological self-blame, behavioral self-blame, and externalization of blame similarly. However, Korean youth differentially endorsed each of the three types of attributions, while U.S. adolescents endorsed characterological self-blame and behavioral self-blame at similar levels. Attributions had unique relations with internalizing problems (depression, social anxiety, global self-worth) in each culture. In multigroup SEM analyses, characterological self-blame predicted all internalizing problems for U.S. adolescents, while behavioral self-blame was not uniquely related to internalizing problems. For Korean adolescents, behavioral self-blame significantly predicted all internalizing problems, whereas characterological self-blame predicted global self-worth only. The results suggest that attributions about victimization have different adjustment implications in Korea than in the U.S.
Collapse
|
6
|
Commisso M, Bukowski WM. Self‐perceptions moderate the effect of implicit theories on preadolescent's attributions of their positive and negative social experiences. Social Development 2022. [DOI: 10.1111/sode.12596] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
|
7
|
Burnette JL, Billingsley J, Hoyt CL. Harnessing growth mindsets to help individuals flourish. Social & Personality Psych 2022. [DOI: 10.1111/spc3.12657] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Jeni L. Burnette
- College of Humanities and Social Sciences North Carolina State University Raleigh North Carolina USA
| | - Joseph Billingsley
- School of Science and Engineering Tulane University New Orleans Louisiana USA
| | - Crystal L. Hoyt
- Jepson School of Leadership Studies University of Richmond Richmond Virginia USA
| |
Collapse
|
8
|
Hoyt CL, Burnette JL, Nash E, Becker W, Billingsley J. Growth mindsets of anxiety: Do the benefits to individual flourishing come with societal costs? The Journal of Positive Psychology 2021. [DOI: 10.1080/17439760.2021.2006762] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Crystal L. Hoyt
- Jepson School of Leadership Studies and Department of Psychology, University of Richmond, Richmond, VA, USA
| | - Jeni L. Burnette
- Department of Psychology, North Carolina State University, Raleigh, NC, USA
| | - Emma Nash
- Jepson School of Leadership Studies and Department of Psychology, University of Richmond, Richmond, VA, USA
| | - Whitney Becker
- Department of Psychology, North Carolina State University, Raleigh, NC, USA
| | - Joseph Billingsley
- Department of Management, Innovation, and Entrepreneurship, North Carolina State University, Raleigh, NC, USA
| |
Collapse
|
9
|
Yeager D, Bryan C, Gross J, Krettek D, Santos P, Murray J, Graveling H, Johnson M, Jamieson J. A Synergistic Mindsets Intervention Protects Adolescents from Social Stress. Res Sq 2021:rs.3.rs-551170. [PMID: 34075372 PMCID: PMC8168396 DOI: 10.21203/rs.3.rs-551170/v1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Social stress poses a major threat to adolescent health via its effects on internalizing symptoms, such as anxiety and depression. Available interventions to help adolescents improve their stress responses, however, have not been effective in rigorous evaluation studies, or they have been difficult to administer widely. Here we show that replicable improvements in adolescent stress responses can be achieved with a short (~30-minute), scalable synergistic mindsets intervention. This intervention, which is a self-administered online training module, targets both growth mindsets (the idea that people's intelligence can be developed in response to challenge) and stress-can-be-enhancing mindsets (the idea that people's stress responses can be fuel for optimal performance). Its goal is to promote positive engagement with stressful events (e.g., learning from failure on a quiz or a conflict with a peer) and to encourage adolescents to use their responses to stressful events and even their bodily symptoms (e.g. racing heart, sweaty palms, butterflies in their stomach) to their advantage. In five double-blind, randomized, controlled trials (total N = 4,091 adolescents), the new synergistic mindsets intervention improved stress-related cognitions (Studies 1-2), cardiovascular reactivity (Study 3), daily internalizing symptoms and cortisol levels (Study 4), and generalized anxiety symptoms during the 2020 COVID-19 lockdowns (Study 5). Effects on downstream outcomes (in Studies 3-5) were stronger among individuals who, at baseline, held the two negative mindsets targeted by the intervention, providing evidence for the proposed mechanisms. Confidence in this conclusion comes from a conservative, Bayesian machine-learning method for detecting heterogeneity.
Collapse
|
10
|
Abstract
The growth mindset is the belief that intellectual ability can be developed. This article seeks to answer recent questions about growth mindset, such as: Does a growth mindset predict student outcomes? Do growth mindset interventions work, and work reliably? Are the effect sizes meaningful enough to merit attention? And can teachers successfully instill a growth mindset in students? After exploring the important lessons learned from these questions, the article concludes that large-scale studies, including preregistered replications and studies conducted by third parties (such as international governmental agencies), justify confidence in growth mindset research. Mindset effects, however, are meaningfully heterogeneous across individuals and contexts. The article describes three recent advances that have helped the field to learn from this heterogeneity: standardized measures and interventions, studies designed specifically to identify where growth mindset interventions do not work (and why), and a conceptual framework for anticipating and interpreting moderation effects. The next generation of mindset research can build on these advances, for example by beginning to understand and perhaps change classroom contexts in ways that can make interventions more effective. Throughout, the authors reflect on lessons that can enrich metascientific perspectives on replication and generalization. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
Collapse
|