Abstract
This study compared the test performance of highly stressed second- and third-grade urban school children, with stress-resilient (SR) and stress-affected (SA) outcomes on a battery of measures chosen for their potential in expanding the nomological definitional net for early childhood resilience. SRs exceeded SAs on all adjustment selection and verification indicators. On the criterion test measures, SRs exceeded SAs on several dimensions of self-rated adjustment and perceived competence, empathy, social problem solving, realistic control attributions, and IQ. Discriminant function analysis identified four variables that sensitively discriminated SR and SA children and correctly classified 80% of the sample. Findings from this study were compared to structurally comparable findings from a prior study of resilient outcomes among highly stressed fourth- to sixth-grade urban children.
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