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Test correlates of resilient outcomes among highly stressed second‐ and third‐grade urban children
Author(s) -
HoytMeyers Lynne,
Cowen Emory L.,
Work William C.,
Wyman Peter A.,
Magnus Keith,
Fagen Douglas B.,
Lotyczewski Bohdan S.
Publication year - 1995
Publication title -
journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.585
H-Index - 86
eISSN - 1520-6629
pISSN - 0090-4392
DOI - 10.1002/1520-6629(199510)23:4<326::aid-jcop2290230405>3.0.co;2-k
Subject(s) - psychology , developmental psychology , psychological resilience , discriminant function analysis , empathy , test (biology) , clinical psychology , attribution , competence (human resources) , social psychology , statistics , mathematics , biology , paleontology
This study compared the test performance of highly stressed second‐ and third‐grade urban school children, with stress‐resilient (SR) and stress‐affected (SA) outcomes on a battery of measures chosen for their potential in expanding the nomological definitional net for early childhood resilience. SRs exceeded SAs on all adjustment selection and verification indicators. On the criterion test measures, SRs exceeded SAs on several dimensions of self‐rated adjustment and perceived competence, empathy, social problem solving, realistic control attributions, and IQ. Discriminant function analysis identified four variables that sensitively discriminated SR and SA children and correctly classified 80% of the sample. Findings from this study were compared to structurally comparable findings from a prior study of resilient outcomes among highly stressed fourth‐ to sixth‐grade urban children.