Multi-system stress activity profiles and socioemotional functioning across the transition to kindergarten

The Adaptive Calibration Model (ACM; Del Giudice et al., 2011 ) proposes the presence of four profiles of stress response system functioning, each of which would emerge under particular environmental conditions and promote the development of emotional and behavioral functioning adaptive within those conditions. The present study 1) tested for the presence of ACM profiles in a community preschool sample using latent profile analysis (LPA), and 2) examined profiles' associations with emotional [e.g., irritability, callous-unemotional (CU) behaviors] and behavioral (e.g., aggression, prosocial behavior) functioning concurrently in preschool and across the transition to kindergarten. Preschoolers ( N = 236; M age = 51.52 months) were recruited from early childhood education centers in the northeastern United States. An LPA was conducted with basal salivary cortisol and salivary α-amylase, household chaos, authoritarian parenting, and warm supportive parenting as indicators. Profile differences in socioemotional outcome variables were examined. The LPA supported a 4-profile solution largely consistent with hypotheses and the ACM. Concurrently in preschool, the Unemotional profile was associated with higher CU behaviors, consistent with hypotheses, although this elevation did not persist across the transition to kindergarten. Predicted associations between profiles and other socioemotional adjustment variables were not supported. Findings provide partial support for ACM-theorized profiles in a community preschool sample and highlight the importance of applying longitudinal methods to examine the adoption of socioemotional functioning strategies posited by the ACM. • Theory suggests stress system profiles may develop in coordination with context. • Latent profile analysis partially supported theorized profiles among preschoolers. • Profile associations with socioemotional outcomes were less consistent with theory. • Longitudinal studies of stress, context, and socioemotional functioning are needed. • Findings have implications for strength-based prevention policies.