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. Author manuscript; available in PMC: 2020 Nov 1.
Published in final edited form as: Child Dev. 2018 Jul 10;90(6):e849–e867. doi: 10.1111/cdev.13116

Figure 2. An Entity Theory of Intelligence and Grades Declines Predict Higher Levels of Cortisol Only When Adolescents Perceive More Intense Academic Stressors: An Exploratory Analysis (Part 1).

Figure 2.

Note: A random intercept model in R estimated the between-person fixed effects of entity theory of intelligence and grades change on average daily salivary cortisol (nmol/l), moderated by person-average daily academic stressors over 11 days. Simple effect = Linear effect of one term when the other term in the interaction is centered at + 1SD or −1 SD from the grand mean. Grades decline (−1SD) = 0.57 points decline; Grades increase (+1SD) = 0.19 points increase from the 1st to the 2nd marking period.