Major life events, hassles, and adaptation in adolescence: Confounding in the conceptualization and measurement of life stress and adjustment revisited.

Abstract

Prior work has suggested that methodological and conceptual confounding may play a role in the associations obtained between stressful life events, social resources, and adaptive outcome. Of particular concern in our work were (a) the source and method of assessment; (b) conceptual overlap between life stress and resource items and symptoms of disorder; and (c) induced response bias through the instructional sets of the stress measures. A second goal was to extend our understanding of the life stress-adjustment linkage in groups for whom little data of this type exist. By using multi-trait-multimethod procedures we found that both distal major life events and proximal daily stressors had important degrees of unique and shared variance with adaptive functioning, whereas the effects for social support were inconclusive. Further, the importance of considering possible sources of potential confounding in producing quite different levels of association between life stress and adaptation was underscored by the results.

Genetic and environmental effects on daily life stressors: More evidence for greater variation in later life.

“…Major events include infrequent but significant events such as the death of a family member, the loss of a job, or divorce. Although daily stressors are conceptually distinct from life events in their predictive ability and effects on health and well-being, they are related to one another (Rowlison & Felner, 1988). In addition, daily stressors are often the sequelae to life events and the reason why people experience psychosocial distress in response to major life events (Wagner, Compas, & Howell, 1988).…”

What Makes for a Pleasant Social Interaction? Motivational Dynamics of Interpersonal Relations

“…Once Ryan and Deci (2000) established that trait-and domain-specific levels of autonomy, competence, and relatedness were significantly associated with well-being, it was important for researchers to consider whether daily fluctuations in these three needs would have a similar impact on daily well-being. Using the diary-study methodology, previous researchers have found that negative events such as daily hassles (Rowlison & Felner, 1988) and stressors (Mroczek & Almeida, 2004) have a negative impact on well-being. Subsequently, SDT researchers reasoned that the positive experience of satisfying the basic needs should positively affect well-being.…”

Stress e coping académico: Contributos para a adaptação da escala MMC

“…O stress quotidiano refere-se a acontecimentos que o indivíduo avalia como representando um desafio, ameaça ou possível perda, e que implicam uma reação afetiva negativa, por exemplo gerando ansiedade ou reações depressivas. Estas situações associam-se, também, a um baixo controlo percebido (Rowlison & Felner, 1988;Lazarus, 1995). A escola ocupa um lugar de relevo na vida de crianças e adolescentes.…”