TY  - JOUR
PY  - 2012//
TI  - Afternoon cortisol in elementary school classrooms: associations with peer and teacher support and child behavior
JO  - School mental health
A1  - Catherine, Nicole L. A.
A1  - Schonert-Reichl, Kimberly A.
A1  - Hertzman, Clyde
A1  - Oberlander, Tim F.
SP  - 181
EP  - 192
VL  - 4
IS  - 3
N2  - In response to a general paucity of research exploring biological markers of behavior in children in elementary school classrooms, this study investigated associations among cortisol, aggression, and prosocial (sharing and helping) behaviors, and peer and teacher supportive relationships in school-aged children. Salivary cortisol was obtained from children (N = 89, Mean age = 10.4 years, SD =.62) in classrooms three times a day (9 am, 12 pm, and 3 pm) across four consecutive days. Multiple informants (i.e., peers and teachers) completed questionnaires on children's social behavior, peer acceptance (peers only), and student-teacher closeness (teachers only). The results indicated a unique mediating influence of peer acceptance and teacher closeness on the association of afternoon cortisol with prosocial and specific subtypes of aggressive behavior (proactive, reactive, social). <br><br>FINDINGS highlight the importance of peer and teacher relationships in studies of biobehavioral development and demonstrate the utility of integrating neurobiological processes in classroom-based research.<p /> <p>Language: en</p>
LA  - en
SN  - 1866-2625
UR  - http://dx.doi.org/10.1007/s12310-012-9076-y
ID  - ref1
ER  -