TY  - JOUR
PY  - 2016//
TI  - How to improve adolescent stress responses: insights from integrating implicit theories of personality and biopsychosocial models
JO  - Psychological science
A1  - Yeager, David S.
A1  - Lee, Hae Yeon
A1  - Jamieson, Jeremy P.
SP  - 1078
EP  - 1091
VL  - 27
IS  - 8
N2  - This research integrated implicit theories of personality and the biopsychosocial model of challenge and threat, hypothesizing that adolescents would be more likely to conclude that they can meet the demands of an evaluative social situation when they were taught that people have the potential to change their socially relevant traits. In Study 1 (N = 60), high school students were assigned to an incremental-theory-of-personality or a control condition and then given a social-stress task. Relative to control participants, incremental-theory participants exhibited improved stress appraisals, more adaptive neuroendocrine and cardiovascular responses, and better performance outcomes. In Study 2 (N = 205), we used a daily-diary intervention to test high school students' stress reactivity outside the laboratory. Threat appraisals (Days 5-9 after intervention) and neuroendocrine responses (Days 8 and 9 after intervention only) were unrelated to the intensity of daily stressors when adolescents received the incremental-theory intervention. Students who received the intervention also had better grades over freshman year than those who did not. These findings offer new avenues for improving theories of adolescent stress and coping.<br><br>© The Author(s) 2016.<p />  <p>Language: en</p>
LA  - en
SN  - 0956-7976
UR  - http://dx.doi.org/10.1177/0956797616649604
ID  - ref1
ER  -