Original Article
Adolescent stress reactivity: Examining physiological, psychological and peer relationship measures with a group stress protocol in a school setting
Deirdre A. Katz,
Melissa K. Peckins,
Celena C. Lyon,
Corresponding Author
Deirdre A. Katz
Department of Psychological Sciences, University of Portland, United States
Corresponding author. Department of Psychological Sciences, 315-A Health and Human Development East, The Pennsylvania State University University Park, PA, 16802, United States.Search for more papers by this authorMelissa K. Peckins
Department of Psychology, University of Michigan, United States
Search for more papers by this authorCelena C. Lyon
Department of Psychological Sciences, University of Portland, United States
Search for more papers by this author
Deirdre A. Katz,
Melissa K. Peckins,
Celena C. Lyon,
Corresponding Author
Deirdre A. Katz
Department of Psychological Sciences, University of Portland, United States
Corresponding author. Department of Psychological Sciences, 315-A Health and Human Development East, The Pennsylvania State University University Park, PA, 16802, United States.Search for more papers by this authorMelissa K. Peckins
Department of Psychology, University of Michigan, United States
Search for more papers by this authorCelena C. Lyon
Department of Psychological Sciences, University of Portland, United States
Search for more papers by this authorABSTRACT
Introduction
Adolescents experience enhanced social sensitivity and biopsychosocial changes that can be challenging. Much remains unknown about the effect of psychological characteristics and peer relationships on adolescents’ physiological responses to stress, due in part to methodological limitations.
Methods
To test how adolescents’ peer relationships and psychological characteristics are associated with their physiological and psychological response to stress, we administered the Group Public Speaking Task for Adolescents (GPST-A) to 54 adolescents (n = 40 girls; Mage = 16.6 years) in two high schools in the United States. Salivary cortisol and alpha-amylase (sAA), and positive and negative affect were measured six times. Relationships among group members were measured, resulting in whole-network data. State and trait rumination, five factors of coping, and emotional reappraisal and suppression were measured along with symptoms of depression and anxiety.
Results
Greater levels of negative evaluation and victimization among group members were associated with a steeper increase and decline in the negative affect response, yet not associated with the physiological response to stress. Greater positive affect was associated with decreased cortisol reactivity, whereas negative affect was associated with steeper cortisol and sAA reactivity. Rumination, disengagement coping, and depression symptoms were related to the physiological response to stress.
Conclusions
The GPST-A is feasible to administer in a school context with adolescents to collect both physiological and psychological stress responses. Findings from the present study suggest peer relationships are important for understanding adolescents' psychological response to stressors while psychological characteristics are important for adolescents’ physiological response to stress.
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