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THE EVOLUTION OF STRESS: A MIXED-METHODS EXPLORATION OF THE CHARACTERISTICS AND PREDICTORS OF STRESS RELATED GROWTH AMONG ADOLESCENTS DURING COVID-19
Bell, Leilani
Bell, Leilani
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2024-08
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School Psychology
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http://dx.doi.org/10.34944/dspace/10561
Abstract
Adolescent Stress Related Growth (SRG) refers to enhancement in an adolescent’s cognitive-affective or social resources as a result of experiencing stressors. Adolescence is a critical life stage for development and identity formation, where teenagers strive for mastery and autonomy, individuate from their parents, and gravitate toward their peer groups to have their social and esteem needs met. The pandemic drastically curtailed the conditions for teens to meet their developmental needs. While research shows that school closures and changes in social support during the pandemic led to student distress, the possibility that these disruptions also prompted growth is a worthwhile question to investigate. The study utilizes a concurrent mixed method design that includes quantitative data collection and analysis, followed by qualitative data collection and analysis. The quantitative data were gathered from 620 adolescents across the United States through online surveys in which they reported experiences related to SRG during the height of the pandemic. The quantitative data are used to examine the predictors of SRG across different domains, including demographics, stress, implicit thoughts emotions, behaviors, and social support to understand the factors that foster growth during the COVID-19 pandemic. Next, through interviews with 14 Black adolescents, the qualitative data specifically detailed their perspectives on growth occurring during COVID-19 and what they experienced contributed to SRG. The two forms of data are combined to better understand how SRG occurs in adolescence during collective crises. Quantitative results revealed social support from friends, family, and teachers had small positive correlations with SRG. COVID-19 burnout had a significant negative and small correlation with SRG while significant life stress was found to have a significant positive and small correlation with SRG. Implicit thoughts emotions and behaviors were also positively related to SRG in the moderate range. Regression results revealed that implicit thoughts emotions and behaviors, significant life stress, and social support from family significantly predicted SRG in adolescents. In addition, social support and stress variables were not found to interact in predicting the level of SRG in adolescents. To extend the investigation in the Black adolescent community, the interview data revealed that Black adolescents consistently reported having SRG in various ways in intrapersonal domains such as increased motivation, gaining self-awareness, and managing difficult circumstances independently. Growth in the interpersonal domain was also reported, such as gaining the realization of the need for determining authentic relationships and deciphering who was a positive social support in their life, and who was not. Overall, Black adolescents consistently reported positive social support as a major resource that aided in their growth during COVID-19. The results of this study contribute to the growing literature regarding growth gained from stressful situations and factors facilitating such positive outcomes during adolescence. Limitations, future directions, and implications are discussed. Implications for teachers, school personnel, clinicians, parents, and those who work with adolescents to foster their resilience and growth, despite stress are highlighted.
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