The Experts below are selected from a list of 30174 Experts worldwide ranked by ideXlab platform
Douglas A Granger - One of the best experts on this subject based on the ideXlab platform.
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the role of co rumination and adrenocortical Attunement in young women s close friendships
Psychoneuroendocrinology, 2018Co-Authors: Ashley M Rankin, Casandra Swearingenstanborough, Douglas A Granger, Jennifer ByrdcravenAbstract:Abstract Attunement, or synchrony, of behavior and physiology has been well documented in family, mother-child, and romantic relationships. This study aimed to determine whether Attunement of the hypothalamic-pituitary-adrenal (HPA) axis occurs in women’s close friendships, and the role of a common social style, co-rumination in that Attunement. Saliva samples (later assayed for cortisol) were collected from 37 dyads (74 individuals) during a laboratory task in which they were either asked to work together toward a common goal (control task) or discuss interpersonal problems, providing opportunity for co-rumination. Findings suggest that friends demonstrated adrenocortical Attunement prior to engaging in either task, and that the level of Attunement prior to the task predicted co-rumination and its components for both groups. Co-rumination, in turn, predicted adrenocortical Attunement after the task. These findings suggest that bidirectional Attunement of HPA activity may serve a bonding function within women’s close friendships. Implications for how these findings fit with the tend-and-befriend hypothesis are discussed.
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The role of co-rumination and adrenocortical Attunement in young women’s close friendships
Psychoneuroendocrinology, 2018Co-Authors: Ashley M Rankin, Douglas A Granger, Casandra Swearingen-stanborough, Jennifer Byrd-cravenAbstract:Abstract Attunement, or synchrony, of behavior and physiology has been well documented in family, mother-child, and romantic relationships. This study aimed to determine whether Attunement of the hypothalamic-pituitary-adrenal (HPA) axis occurs in women’s close friendships, and the role of a common social style, co-rumination in that Attunement. Saliva samples (later assayed for cortisol) were collected from 37 dyads (74 individuals) during a laboratory task in which they were either asked to work together toward a common goal (control task) or discuss interpersonal problems, providing opportunity for co-rumination. Findings suggest that friends demonstrated adrenocortical Attunement prior to engaging in either task, and that the level of Attunement prior to the task predicted co-rumination and its components for both groups. Co-rumination, in turn, predicted adrenocortical Attunement after the task. These findings suggest that bidirectional Attunement of HPA activity may serve a bonding function within women’s close friendships. Implications for how these findings fit with the tend-and-befriend hypothesis are discussed.
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supportive behaviors in adolescent romantic relationships moderate adrenocortical Attunement
Psychoneuroendocrinology, 2016Co-Authors: Thao Ha, Ellen Wanheung Yeung, Adam A Rogers, Franklin O Poulsen, Olga Kornienko, Douglas A GrangerAbstract:Abstract This study investigated dyadic adrenocortical Attunement within adolescent romantic relationships. An ethnically diverse sample (42% Latino) of adolescent heterosexual dating couples (N = 91 dyads, Mage = 16.5 years, SD = 0.99) donated eight saliva samples (later assayed for cortisol) over the course of a 3-h laboratory session. Supportive behaviors were coded during a conflict and jealousy interaction task from video recordings, and participants completed pre-and-post task questionnaires. Parallel process latent growth models revealed a strong positive association between the couples’ cortisol intercept, indicating that couples show Attunement in initial levels of cortisol. Further, observed supportive behavior moderated the strength of the association between dyadic cortisol slopes. The results imply that low levels of supportive behavior predicted stronger adrenocortical Attunement in the change in cortisol levels over time between adolescent romantic partners. These findings indicate that even early romantic relationships exhibit coordination of physiological activity. Findings raise the possibility that adrenocortical Attunement may be a dyadic pathway through which the proximal social context of early romantic relationships is translated into risk or resilience in health and behavior.
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maternal child adrenocortical Attunement in early childhood continuity and change
Developmental Psychobiology, 2015Co-Authors: Leah C Hibel, Douglas A Granger, Clancy Blair, Eric D FinegoodAbstract:This study evaluated continuity and change in maternal-child hypothalamic-pituitary-adrenal axis Attunement in early childhood. Participants were drawn from a prospective study of 1,292 mother–child dyads, which were racially diverse, predominantly low-income, and non-urban. Child focused stress tasks designed to elicit anger, fear, and frustration were administered during early infancy, later infancy, and toddlerhood. Mothers' and children's saliva samples (later assayed for cortisol) were collected before and after the tasks. The strength of mother–child adrenocortical Attunement was conserved across infancy and toddlerhood. The magnitude of maternal-child adrenocortical Attunement decreased in response to the child-focused stress tasks. Maternal sensitivity and the child's task-related emotional reactivity moderated adrenocortical Attunement across the task, with greater maternal sensitivity during a free-play, and lower levels of child emotional reactivity during the stress tasks, stabilizing Attunement from pre- to post-task levels. The findings advance our understanding of individual differences in the social regulation of adrenocortical activity in early childhood. © 2014 Wiley Periodicals, Inc. Dev Psychobiol 57: 83–95, 2015.
Jill V Hamm - One of the best experts on this subject based on the ideXlab platform.
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teacher Attunement to peer nominated aggressors
Aggressive Behavior, 2017Co-Authors: Molly Dawes, Thomas W Farmer, Chinchih Chen, Sharon Zumbrunn, Meera Mehtaji, Jill V HammAbstract:This study examined the associations between teacher Attunement to aggressive students and students' characteristics in a sample (n = 278) of youth in 5th-grade classrooms with the assumption that certain student characteristics may either prime or hinder teachers' Attunement to aggressive students. Teacher Attunement was measured as the agreement between teacher- and peer-nominations for students who start fights. Teachers rated their students on the following characteristics: academic competence, affiliation, popularity, internalizing behavior, and Olympian qualities. Higher affiliation, popularity, and internalizing behavior were associated with decreased odds for teacher Attunement to aggressive youth. Higher Olympian qualities were associated with increased odds for teacher Attunement to aggressive youth. Implications for interventions are discussed. Aggr. Behav. 9999:1-10, 2016. © 2016 Wiley Periodicals, Inc.© 2016 Wiley Periodicals, Inc. Language: en
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improving the school context of early adolescence through teacher Attunement to victimization effects on school belonging
Journal of Early Adolescence, 2016Co-Authors: Kate E Norwalk, Jill V Hamm, Thomas W Farmer, Kathryn L BarnesAbstract:The present study examined the effects of teacher Attunement to victimization on student perceptions of the bullying culture of their schools as a means of fostering a sense of belonging among earl...
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teacher Attunement supporting early elementary students social integration and status
Journal of Applied Developmental Psychology, 2015Co-Authors: Abigail S Hoffman, Jill V Hamm, Thomas W FarmerAbstract:Abstract This study examined the longitudinal association between teachers' broad Attunement to students’ peer group memberships and students’ social centrality and status in early elementary classrooms in a sample of 276 first – third graders and 20 teachers. We further examined the value added when considering teachers' precise Attunement to students’ individual peer group affiliates. Social cognitive mapping (SCM) procedures were used to generate and compare students’ and teachers’ reports of peer groups to assess teacher Attunement and students’ centrality; peer nominations assessed students’ social preference and popularity. Results indicated early elementary teachers’ Attunement is limited. Findings substantiated the value in distinguishing between teachers' broad and precise Attunement, indicating that teachers’ broad Attunement to peer group memberships is important for popularity, whereas precise Attunement to individual students' affiliates matters for centrality. Implications for the contribution of teacher Attunement to students’ centrality and status are discussed in relation to teachers’ invisible hand.
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teachers Attunement to students peer group affiliations as a source of improved student experiences of the school social affective context following the middle school transition
Journal of Applied Developmental Psychology, 2011Co-Authors: Jill V Hamm, Thomas W Farmer, Kimberly Dadisman, Maggie Gravelle, Allen MurrayAbstract:A randomized control trial examined the impact of a professional development program on rural teachers' Attunement to student social dynamics, and the influence of teacher Attunement on students' school experiences. In intervention schools serving Latino and White rural early adolescents, teachers (N = 14) received training on social dynamics and aspects of early adolescent adjustment; control school teachers (N = 12) received no training. Social cognitive mapping procedures assessed and compared students' and teachers' perceptions of peer groups; structured observations assessed teachers' management of social dynamics. Students (N = 225) self-reported their perceptions of the school social–affective context. Intervention and control schools differed on teacher Attunement and management of the social environment. Students whose teachers were more attuned to peer group affiliations evidenced improved views of the school social environment. Findings are discussed in terms of Attunement as an element of teachers' invisible hand, and for teachers' role in promoting productive contexts for students during the middle school transition.
Thomas W Farmer - One of the best experts on this subject based on the ideXlab platform.
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teacher Attunement to peer nominated aggressors
Aggressive Behavior, 2017Co-Authors: Molly Dawes, Thomas W Farmer, Chinchih Chen, Sharon Zumbrunn, Meera Mehtaji, Jill V HammAbstract:This study examined the associations between teacher Attunement to aggressive students and students' characteristics in a sample (n = 278) of youth in 5th-grade classrooms with the assumption that certain student characteristics may either prime or hinder teachers' Attunement to aggressive students. Teacher Attunement was measured as the agreement between teacher- and peer-nominations for students who start fights. Teachers rated their students on the following characteristics: academic competence, affiliation, popularity, internalizing behavior, and Olympian qualities. Higher affiliation, popularity, and internalizing behavior were associated with decreased odds for teacher Attunement to aggressive youth. Higher Olympian qualities were associated with increased odds for teacher Attunement to aggressive youth. Implications for interventions are discussed. Aggr. Behav. 9999:1-10, 2016. © 2016 Wiley Periodicals, Inc.© 2016 Wiley Periodicals, Inc. Language: en
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improving the school context of early adolescence through teacher Attunement to victimization effects on school belonging
Journal of Early Adolescence, 2016Co-Authors: Kate E Norwalk, Jill V Hamm, Thomas W Farmer, Kathryn L BarnesAbstract:The present study examined the effects of teacher Attunement to victimization on student perceptions of the bullying culture of their schools as a means of fostering a sense of belonging among earl...
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teacher Attunement supporting early elementary students social integration and status
Journal of Applied Developmental Psychology, 2015Co-Authors: Abigail S Hoffman, Jill V Hamm, Thomas W FarmerAbstract:Abstract This study examined the longitudinal association between teachers' broad Attunement to students’ peer group memberships and students’ social centrality and status in early elementary classrooms in a sample of 276 first – third graders and 20 teachers. We further examined the value added when considering teachers' precise Attunement to students’ individual peer group affiliates. Social cognitive mapping (SCM) procedures were used to generate and compare students’ and teachers’ reports of peer groups to assess teacher Attunement and students’ centrality; peer nominations assessed students’ social preference and popularity. Results indicated early elementary teachers’ Attunement is limited. Findings substantiated the value in distinguishing between teachers' broad and precise Attunement, indicating that teachers’ broad Attunement to peer group memberships is important for popularity, whereas precise Attunement to individual students' affiliates matters for centrality. Implications for the contribution of teacher Attunement to students’ centrality and status are discussed in relation to teachers’ invisible hand.
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teachers Attunement to students peer group affiliations as a source of improved student experiences of the school social affective context following the middle school transition
Journal of Applied Developmental Psychology, 2011Co-Authors: Jill V Hamm, Thomas W Farmer, Kimberly Dadisman, Maggie Gravelle, Allen MurrayAbstract:A randomized control trial examined the impact of a professional development program on rural teachers' Attunement to student social dynamics, and the influence of teacher Attunement on students' school experiences. In intervention schools serving Latino and White rural early adolescents, teachers (N = 14) received training on social dynamics and aspects of early adolescent adjustment; control school teachers (N = 12) received no training. Social cognitive mapping procedures assessed and compared students' and teachers' perceptions of peer groups; structured observations assessed teachers' management of social dynamics. Students (N = 225) self-reported their perceptions of the school social–affective context. Intervention and control schools differed on teacher Attunement and management of the social environment. Students whose teachers were more attuned to peer group affiliations evidenced improved views of the school social environment. Findings are discussed in terms of Attunement as an element of teachers' invisible hand, and for teachers' role in promoting productive contexts for students during the middle school transition.
Jennifer Byrdcraven - One of the best experts on this subject based on the ideXlab platform.
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the role of co rumination and adrenocortical Attunement in young women s close friendships
Psychoneuroendocrinology, 2018Co-Authors: Ashley M Rankin, Casandra Swearingenstanborough, Douglas A Granger, Jennifer ByrdcravenAbstract:Abstract Attunement, or synchrony, of behavior and physiology has been well documented in family, mother-child, and romantic relationships. This study aimed to determine whether Attunement of the hypothalamic-pituitary-adrenal (HPA) axis occurs in women’s close friendships, and the role of a common social style, co-rumination in that Attunement. Saliva samples (later assayed for cortisol) were collected from 37 dyads (74 individuals) during a laboratory task in which they were either asked to work together toward a common goal (control task) or discuss interpersonal problems, providing opportunity for co-rumination. Findings suggest that friends demonstrated adrenocortical Attunement prior to engaging in either task, and that the level of Attunement prior to the task predicted co-rumination and its components for both groups. Co-rumination, in turn, predicted adrenocortical Attunement after the task. These findings suggest that bidirectional Attunement of HPA activity may serve a bonding function within women’s close friendships. Implications for how these findings fit with the tend-and-befriend hypothesis are discussed.
Eleonora Marucci - One of the best experts on this subject based on the ideXlab platform.
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halo and association effects cognitive biases in teacher Attunement to peer nominated bullies victims and prosocial students
Social Development, 2020Co-Authors: Eleonora Marucci, Beau Oldenburg, Davide Barrera, Antonius H N Cillessen, Marloes M H G Hendrickx, Rene VeenstraAbstract:This study examined whether teachers' perceptions of students' behavior (referring to halo effects) and the behavior of teacher-perceived friends (referring to association effects) influenced teachers' ability to recognize students identified as bullies, victims, and prosocial by their peers. Data came from 1,458 children (M age = 10.5, 47.5% girls) and 56 teachers (M age = 41.4, 63.5% females). Perceived likeability was associated with decreased odds and teachers' perceptions of popularity and externalizing behavior were associated with increased odds for teacher Attunement to bullying. Perceived likeability and affiliation were associated with decreased odds for teacher Attunement to victimized students. Teachers' perceptions of externalizing behavior were associated with decreased odds, whereas teachers' perceptions of affiliation and academic competence were associated with increased odds for Attunement to prosociality. Finally, a positive association was found between teacher Attunement and the average behavior of teacher-perceived friends for bullying, victimization, and prosociality.
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Do teachers know their students? Examining teacher Attunement in secondary schools.
School Psychology International, 2018Co-Authors: Eleonora Marucci, Beau Oldenburg, Davide BarreraAbstract:Using survey data from 457 Italian sixth grade secondary school students (M age = 11.9, SD = 0.7, 46% girls) and 58 of their teachers (M age = 45.7, SD = 9.4, 92.8% female) this study examined the extent to which secondary school teachers were attuned to their students. More specifically, we investigated the extent to which teachers were aware of which students were highly liked, disliked, prosocial, aggressive, or engaged in risky behavior. For each of these five dimensions, teacher Attunement was measured by comparing teacher’s nominations to the proportion of received peer nominations per student. Then, a general teacher Attunement score was constructed by calculating the mean of these five scores. Descriptive analyses showed a moderate teacher Attunement, which was highest for prosocial behavior and lowest for risk behavior. It was investigated whether certain teachers had a higher Attunement than others. Our analyses showed that teacher Attunement was positively associated with the amount of time tea...
