VARIABLES ASSOCIATED WITH STRESS RESISTANCE IN HIGH LIFE STRESS CHILDREN (RESILIENCE, INVULNERABILITY)

Stress has been shown to have negative effects upon functioning; however, studies also have shown certain persons appear resistant to the negative effects of stress. This study investigated variables associated with stress resistance in children. Subjects included 134 fifth graders previously identified as experiencing high life stress. Levels of nine independent variables (sex, SES, cognitive ability, self-esteem, flexibility, locus of control, humor, social supports, and cultural supports) were assessed in all subjects. Estimates for three dependent variables (achievement, behavior, and health) were obtained at the end of the first and third quarters. By means of correlational, analysis of variance, and multiple regression techniques, the relationships among the independent variables hypothesized as resistance resources and the three dependent variables during and subsequent to high life stress were investigated.;Results suggested that a number of variables may function as resistance resources which help protect children against negative effects of stress. These operate independently and in combination; the more variables students had access to, the greater the protective buffering. These resources mediated between stress and achievement and behavior; results for health were inconsistent and insignificant. Results suggest that increasing the repertoire of resistance resources in children under high life stress may help them to remain effective in areas of achievement and behavior.;Five independent variables were significantly related to achievement and behavior during high stress; seven were related six months after the assessment of high stress. When students were divided into low, medium, and high levels of stress resistance based on the number of independent variables assessed at a mean level or above, the level of stress resistance was significantly related to achievement and behavior during and subsequent to high stress. When the independent variables were used to predict dependent variable functioning, approximately 46% to 50% of the variance in both achievement and behavior could be predicted; approximately 16% of the variance in health was predicted. A change in high life stress status had little effect; subjects designated as continued stress or abated stress students did not differ on either the independent or dependent variables.