Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Canadian Journal of School Psychology
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Jimerson, S. R.
Right arrow Articles by Bozoky, I. K.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Associations Among Academic Achievement, Attention, and Adrenocortical Reactivity in Caribbean Village Children

Shane R. Jimerson

University of California, Santa Barbara

Eric H. Durbrow

National University, Sacramento, California

Emma Adam

Northwestern University

Megan Gunnar

University of Minnesota, Minneapolis

Ingrid K. Bozoky

Mercy-San Juan Hospital, Carmichael, California

This study examined associations among academic achievement problems, attention problems, and cortisol levels in 86 children (ages 5 to 12) in St. Vincent, the West Indies. Findings revealed that morning cortisol levels were more elevated at school than at home. Attention problems contributed negatively to academic scores. Children with the most attention problems showed greater school relative to home cortisol elevations than did other children. Once the variance due to attention problems was accounted for, the interaction between attention problems and cortisol elevation explained additional variance in academic scores. There was some evidence that attention problems and cortisol reactivity were associated. Furthermore, greater cortisol reactivity was correlated with the academic difficulties of children who exhibited more attention problems.

Key Words: achievement • attention • cortisol • Caribbean

Canadian Journal of School Psychology, Vol. 21, No. 1-2, 120-138 (2006)
DOI: 10.1177/0829573506298899
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 School Psychology InternationalHome page
S. R. Jimerson, E. H. Durbrow, and D. A. Wagstaff
Academic and Behaviour Associates of Peer Status for Children in a Caribbean Community Findings from the St Vincent Child Study
School Psychology International, April 1, 2009; 30(2): 184 - 200.
[Abstract] [PDF]