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Biophysiological Stress Markers Relate Differently to Grit and School Engagement among Lower- and Higher-Track Secondary School Students

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  • Author(s): Hoferichter, Frances (ORCID Hoferichter, Frances (ORCID 0000-0002-6537-6952); Raufelder, Diana
  • Language:
    English
  • Source:
    British Journal of Educational Psychology. Apr 2023 93(1):174-194.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
    • Peer Reviewed:
      Y
    • Source:
      21
    • Education Level:
      Secondary Education
    • Subject Terms:
      Secondary School Students; Track System (Education); Stress Variables; Biological Influences; Physiology; Learner Engagement; Resilience (Psychology); Persistence; Individual Characteristics; Sex; Foreign Countries; Cognitive Processes; Biochemistry; Anxiety
    • Subject Terms:
      Germany
    • Accession Number:
      10.1111/bjep.12514
    • ISSN:
      0007-0998
      2044-8279
    • Abstract:
      Background: This study examines the relationship between adolescents' biophysiological stress (i.e. cortisol, alpha-amylase and oxidative stress) and the development of grit and school engagement over one school year. Aims: The study aims to identify how objective stress affects grit and three dimensions of school engagement. Based on the conservation of resources (COR) theory, the study considers lower- and higher-track school students and their genders. Sample: The sample consists of secondary school students (N = 82; M[subscript Age] = 13.71; SD = 0.67; 48% girls) from Germany. Methods: Students participated in a questionnaire and a biophysiological study in the first semester (t1) of the school year and completed the same questionnaire at the end of the school year (t2). After conducting whole-sample analysis, a multi-group cross-lagged panel model was calculated to identify differences among students at lower- and higher-track schools. Results: Whole-sample analysis reveals that students who exhibit high levels of cortisol report lower cognitive school engagement at t2, whereas students who exhibit high levels of alpha-amylase exhibit less grit at t2. Additionally, lower-track students who exhibited high cortisol levels reported lower cognitive and emotional school engagement throughout the school year. Furthermore, higher-track students with high oxidative stress levels reported lower grit and behavioural school engagement at t2. Conclusions: Examining the relationship between biophysiological stress markers and grit and school engagement of students at lower- and higher-track schools indicates that the educational context and its specific subculture shapes physiological stress reactions, which are related differently to grit and engagement dimensions.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1374582