When asking 'are you stressed?' is not enough: Hair cortisol, subjective stress, and alcohol use during the first year of the pandemic.

The onset of the COVID-19 pandemic was accompanied by an increase in alcohol use in a third of the population worldwide. To date, the literature shows that subjective reports of stress predicted increased alcohol use during the early stages of the pandemic. However, no studies have investigated the effect of physiological stress (via the stress hormone cortisol) on alcohol use during the pandemic. This study aimed to identify the predictive value of cortisol and/or subjective stress on alcohol use during the first year of the pandemic. Every three months, between June 2020 and March 2021, 79 healthy adults (19-54 years old) answered online questionnaires assessing alcohol use. In May 2020, participants reported pre-pandemic alcohol use, while in June 2020, participants reported current alcohol use, subjective stress measures, and provided a 6 cm hair sample. The latter allowed us to quantify the cumulative levels of cortisol produced in the three months prior to and following the start of the mandatory lockdown measures in March 2020 in Quebec, Canada. A relative change in hair cortisol was computed to quantify the physiological stress response. While controlling for sex, age, and psychiatric diagnoses, multilevel linear regressions revealed that alcohol use increased only among people with concomitant high subjective stress and elevated hair cortisol concentrations. Moreover, this increased alcohol use remained elevated one year later. This study documents the importance of simultaneously considering stress biomarkers and subjective stress to identify people at risk of increasing their alcohol use during major stressful life events.

Relations between prior school performance and later test anxiety during the transition to secondary school.

BACKGROUND: When exposed to evaluative situations, up to 40% of students develop test anxiety, reflected, namely, by extensive worry, intrusive thoughts, and physiological arousal. Though the negative influence of test anxiety on later school performance is well documented, the role of students' initial achievement in the development of later test anxiety is less clear. AIMS AND SAMPLE: To better capture the nature of the relations between prior mathematics and language arts achievement and later test anxiety across genders, this study examined linear and curvilinear relationships among 1,569 French-speaking Canadian students followed across the transition to secondary school, a critical period for test anxiety. METHODS: Students completed a questionnaire at the beginning and the end of the first year of secondary school, and schools provided us with students grades at the end of 6th grade and the fall of 7th grade. RESULTS: Multilevel regression analyses showed that only mathematics achievement at the end of elementary school predicted test anxiety at the beginning of secondary school. In secondary school, beginning-of-year achievement in both mathematics and language arts predicted test anxiety at the end of this same year, but different patterns were observed for boys and girls. CONCLUSIONS: Because nonlinear relations were observed at each timepoint, low achievers may not be the only group of students who are at greater risk of developing high levels of test anxiety. Therefore, interventions targeting students with different achievement profiles might help to reduce test anxiety and facilitate the transition to secondary school.