State and Trait Affectionate Communication Buffer Adults' Stress Reactions

The present study tested the prediction that affectionate communication is positively associated with the release of oxytocin in response to stressors. One hundred participants completed questionnaire measures about their personal relationships prior to participation in a laboratory session that included a series of standard laboratory stressors. Both state and trait affectionate communication predicted increases in oxytocin during exposure to stressors, an effect that was not moderated by sex. The results demonstrate the stress-buffering effect of affectionate interaction.     

The Physiology of Argumentative Skill Deficiency: Cognitive Ability,Emotional Competence,Communication Qualities,and Responses to Conflict

This study drew upon the argumentative skill deficiency model to advance hypotheses linking cognitive ability and emotional competence to the prominence of loudness, criticism, disagreement, and sarcasm in conflict interactions between dating partners. Hypotheses also predicted that these communication qualities amplify physiological stress responses to conflict interactions, as indexed by measures of salivary cortisol. One hundred college-aged students (50 romantic couples) participated in a dyadic interaction in which they discussed a source of conflict in their relationship. Structural equation analyses evaluated an actor–partner interdependence model in which personal qualities predicted communication qualities that, in turn, predicted amplitude of cortisol change. Results indicated partial support for our hypotheses.     

慢性不可预知性应激对大鼠体重、摄食量和行为学的影响研究

目的：研究慢性不可预知性应激对大鼠体重、摄食量和行为学的影响。方法：将16只雄性SD大鼠随机分为正常组、模型组,以孤养加慢性不可预见性应激（CUS）方法复制大鼠抑郁症模型。采用Open-Field法、1%蔗糖水消耗实验及体重变化观察抑郁模型大鼠的行为学变化。结果：与正常组相比,模型组大鼠糖水消耗量明显减低,水平得分、垂直得分、修饰次数和大便颗粒数均明显下降,且体重增长缓慢,有显著性差异（P〈0.05）。结论：CUS使大鼠自发活动下降,抑郁对大鼠行为有一定的影响。     

Coping experience among students in higher education

The study examines the coping strategies among 130 undergraduate college and university students with learning disabilities (LD) and 146 students without learning disabilities (NLD). Students completed self‐reported instruments designed to measure stress, support and strategies. The findings revealed that students without LD reported higher work stress, higher combined stress and more social support than did students with LD. Students without LD were more task orientated and perceived more support than students with LD, while students with LD used more emotional coping strategies than NLD students. Differences were also obtained regarding age and gender. The study highlights the importance of further investigations with a larger sample and the support sources of students with LD, and suggests developing task‐oriented coping strategies designed especially for students with LD.

Coping experience among students in higher education

All authors

Tali Heiman Corresponding author: Department of Education and Psychology, The Open University, 108 Ravutski Street, Raanana, 43107, Israel. Email: talihe@openu.ac.il View all notes & Dafna Kariv

https://doi.org/10.1080/0305569042000310354

Published online:

07 October 2010

Background variables of participants

CSVDisplay Table