Sentence examples for low adversity from inspiring English sources

We used a 2 (low adversity [M = 1.2, SEM = 0.78], high adversity [M = 12.64, SEM = 0.81]) X 3 (neutral or trauma topics in a safe environment or trauma topic in a neutral environment) factorial design where participants in the top and bottom tertiles of the Traumatic Life Events Questionnaire comprised the high and low adversity groups.

Only in the low adversity class did significantly more females than males report psychopathology.

However, the fourth 'Highly Vulnerable' group (low adversity + poor adjustment) was omitted because it was an 'empty cell', so the possibility that associations between resources and positive adjustment differed between high-adversity and low-adversity children could not be examined.

In the low adversity class significantly more females than males showed disorder (21% vs 9%, χ = 22.4, p <0.001).

Interestingly, the well-documented gender difference in the occurrence of mental disorder in young people (females > males) was evident only in the low adversity family environment.

Genetic factors accounted for 51% of the variance in cortisol when the toddlers came from low adversity backgrounds (Ouellet-Morin et al. 2008).

For instance, 46% of the children scoring in the lowest adversity group showed low parent-reported mental health difficulties (the 'Competent' children), whereas only 25% of children scoring in the highest adversity group showed low parent-reported child mental health difficulties (the 'Resilient' children), z = 4.02, p <.001.

The multiple regression results for the low-adversity and high-adversity groups are displayed in Table  5.

Among children facing high-adversity (but not those facing low-adversity), self-control was significantly associated with resilience residuals, showing a small positive effect.

Among children facing low-adversity (but not those facing high-adversity), child-teacher relationship quality was significantly associated with teacher-reported resilience residuals, showing a small positive effect.

Child-teacher relationship quality resembled a small "reactive" effect (conferring greater benefit among low-adversity children), with a between-group beta difference of.25.