Pubertal transition, stressful life events, and the emergence of gender differences in adolescent depressive symptoms.

This study examined the role of both pubertal and social transitions in the emergence of gender differences in depressive symptoms during adolescence. This study generated the following findings: (a) Gender differences in depressive symptoms emerged during 8th grade and remained significant through 12th grade. (b) Pubertal status in 7th grade was related to adolescent depressive symptoms over time. (c) Early-maturing girls represented the group with the highest rate of depressive symptoms. (d) Depressive symptoms measured in 7th grade predicted subsequent symptom levels throughout the secondary school years. (e) Recent stressful life events were associated with increased depressive symptoms. (f) Early-maturing girls with higher levels of initial symptoms and more recent stressful life events were most likely to be depressed subsequently. The findings demonstrate the importance of the interaction between the pubertal transition and psychosocial factors in increasing adolescent vulnerability to depressive experiences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Promoting interpersonal competence and educational success through extracurricular activity participation.

This longitudinal study investigated consistent participation in extracurricular activities as a contributor to long-term educational success. Participants were 695 boys and girls who were interviewed annually to the end of high school and again at age 20. Family economic status, interpersonal competence, and educational aspirations during adolescence were used to assess educational status at young adulthood. Consistent extracurricular activity participation across adolescence on the educational attainment process was examined. Consistent extracurricular activity participation was associated with high educational status at young adulthood including college attendance. Educational status was, in turn, linked to reciprocal positive changes between extracurricular activity participation and interpersonal competence, and to educational aspirations across adolescence. Findings were most apparent for students with below-average interpersonal competence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Changes in self-control problems and attention problems during middle school predict alcohol, tobacco, and marijuana use during high school.

Although deficits in impulse control have been linked to adolescent use of alcohol and illicit drugs, less attention has been given to variability in change in impulse control across adolescence and whether this variability may be a signal of risk for early substance use. The goals of the current study were to examine growth in two aspects of impulse control, self-control problems and attention problems, across middle adolescence, and to test the prospective effects of level and change in these variables on levels and change over time in substance use. Data are from a community sample of 955 adolescents interviewed (along with their parents and teachers) annually from 6th to 11th grade. Results indicated that greater self-control problems and attentional problems in the 6th grade and increases in these problems over time were associated with higher levels of substance use at 11th grade. Our results suggest that modeling change over time enhances the understanding of how impulse control influences the development of substance use. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Relationship of nutrition knowledge and obesity in adolescence

BACKGROUND: The prevalence of obesity in adolescence is increasing. This study determined whether a lack of nutrition knowledge is correlated with obesity in adolescents. METHODS: We distributed a survey at three high schools to 292 9th-through 12th-grade students. The questionnaire examined the students' nutrition knowledge, food-related behaviors, and food preferences. The students' body mass indices (BMI) were calculated from self-reported weights and heights. Obesity was defined as a BMI greater than the 85th percentile, using criteria from the National Health and Nutrition Examination Survey II. RESULTS: Of 292 students contacted, 289 returned the survey. The population had a prevalence of obesity of 26%. There were no significant differences in nutrition knowledge between the obese and non-obese students with the exception that obese students were better able to identify high-fiber foods. In addition, obese students were more likely to report infrequent meals with their family. Otherwise, there were no significant differences in nutrition behaviors or food preferences. CONCLUSIONS: Overall nutrition knowledge did not differ between obese and non-obese adolescents.     

Peer rejection in middle school: Subgroup differences in behavior, loneliness, and interpersonal concerns.

Identifies patterns of behavior and emotional response associated with peer rejection in early adolescence. Seventh- and 8th-grade middle-school students (N?=?450) were administered positive and negative sociometric nominations, peer behavioral assessment items, a loneliness and social dissatisfaction questionnaire, and a newly developed interpersonal concerns questionnaire. Results indicated that most rejected students were aggressive or submissive, but it was the combination of aggressiveness or submissiveness with low levels of prosocial behavior that was associated with peer rejection. With regard to students' affective experiences, submissive–rejected students, when compared with average-status students, were found to report higher levels of loneliness and worry about their relations with others. Aggressive–rejected students did not differ on these dimensions from average-status students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Academic growth curve trajectoiries from 1st grade to 12th grade: Effects of multiple social risk factors and preschool child factors.

This study examined the main and interactive effects of multiple social risk factors and the preschool child factors of IQ and mental health on students' academic trajectories from 1st grade to l2th grade. A multiple risk score summarizing 10 environmental risk factors was calculated at 4 years of age for 145 families. Hierarchical linear modeling showed that high-risk students had lower grades and more absences from 1st grade to 12th grade than did low-risk students. Significant interactions between risk and child factors for students' grade point average (GPA) revealed that child factors had significant effects only for low-risk students. Higher IQ and better mental health improved the GPA trajectories of low-risk children but did not influence the GPA trajectories of high-risk children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prospective study of risk factors for the initiation of cigarette smoking.

Risk factors for the initiation of cigarette smoking were examined in 2 consecutive cohorts of teenagers (N?=?1,901). Students in Cohort 1 were followed over 4 years from 9th to 12th grade; those in Cohort 2 were followed over 3 years from 9th to 11th grade. Among girls with no history of smoking at baseline, those with more friends who smoked at baseline (p?p?p?p?     

Children's perceptions of smokers and nonsmokers: A longitudinal study.

In a longitudinal study we investigated 5th- and 7th-grade children's perceptions of smokers and nonsmokers, changes in perceptions from 5th to 7th grades, and the degree to which these perceptions predict smoking in 9th grade. The participants were 1,663 students from 14 school districts in Washington state. The results showed large developmental shifts from 5th to 7th grade in children's perceptions of both smokers and nonsmokers: Students at 7th grade saw smokers in a much more positive light and nonsmokers in a much more negative light than they did at 5th grade. Children's positive perceptions at 5th grade of smokers predicted smoking 4 years later at 9th grade and were stronger predictors than positive perceptions at 7th grade. The results suggest that smoking prevention interventions must begin before 5th grade to counter perceptions predictive of subsequent smoking. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Good self-control as a buffering agent for adolescent substance use: An investigation in early adolescence with time-varying covariates.

This study tested the prediction that self-control would have buffering effects for adolescent substance use (tobacco, alcohol, and marijuana) with regard to 3 risk factors: family life events, adolescent life events, and peer substance use. Participants were a sample of public school students (N = 1,767) who were surveyed at 4 yearly intervals between 6th grade and 9th grade. Good self-control was assessed with multiple indicators (e.g., planning and problem solving). Results showed that the impact of all 3 risk factors on substance use was reduced among persons with higher scores on good self-control. Buffering was found in cross-sectional analyses with multiple regression and in longitudinal analyses in a latent growth model with time-varying covariates. Implications for addressing self-control in prevention programs are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reducing depression among at-risk early adolescents: Three-year effects of a family-centered intervention embedded within schools.

The Adolescent Transitions Program (ATP) is a family-focused multilevel prevention program designed for delivery within public middle schools to target parenting factors related to the development of behavior problems in early adolescence. The current study examines the effects of the ATP on the development of youth depressive symptoms across early adolescence in a sample of 106 high-risk youths. Youths were recruited in 6th grade, and selected as high risk based on teacher and parent reports of behavioral or emotional problems. Depression symptoms were based on youth and mother reports in 7th, 8th, and 9th grades. Receipt of the family-centered intervention inhibited growth in depressive symptoms in high-risk youths over the 3 yearly assessments compared with symptoms in high-risk youths in the control group. Results support the notion that parental engagement in a program designed to improve parent management practices and parent-adolescent relationships can result in collateral benefits to the youths' depressive symptoms at a critical transition period of social and emotional development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social relationships and motivation in middle school: The role of parents, teachers, and peers.

Adolescents' supportive relationships with parents, teachers, and peers were examined in relation to motivation at school (school- and class-related interest, academic goal orientations, and social goal pursuit). On the basis of 167 sixth-grade students, relations of perceived support from parents, teachers, and peers to student motivation differed depending on the source of support and motivational outcome: Peer support was a positive predictor of prosocial goal pursuit, teacher support was a positive predictor of both types of interest and of social responsibility goal pursuit, and parent support was a positive predictor of school-related interest and goal orientations. Perceived support from parents and peers also was related to interest in school indirectly by way of negative relations with emotional distress. Pursuit of social responsibility goals and school- and class-related interest in 6th grade partly explained positive relations between social support in 6th grade and classroom grades 1 year later. Continued research on the social origins of classroom motivation in early adolescence is needed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Girlfriend, boyfriend: Age and sex differences in intimate friendship.

Investigated changes in intimate friendship with same- and opposite-sex friends in preadolescence and adolescence, using the Intimacy Scale. Ss were Israeli children from the 5th, 7th, 9th, and 11th grades (60 boys and 60 girls from each grade), who rated their friendship with a same- or opposite-sex best friend. There was a significant age difference in overall intimacy with same-sex friends. Frankness and spontaneity, knowing and sensitivity, attachment, exclusiveness, and giving and sharing were factors that changed with age. Trust and loyalty, and taking and imposing did not. Opposite-sex friendship revealed a significant increase in intimacy with age. Boys and girls did not differ in reported opposite-sex friendship in the 5th and 7th grades, whereas girls in the 9th and 11th grades reported higher intimacy than did boys. This sex-by-age pattern of interaction was particularly evident for attachment and for trust and loyalty. Girls were higher in knowing and sensitivity, giving and sharing, and taking and imposing. The implications for further differentiation among types of peer relations and interrelation of dyadic friendship and cognitive growth are discussed. (42 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of sex-differentiated preferences during late childhood and adolescence.

Examined factors influencing sex-differentiated responses to selected interests and interpersonal traits by young people in 3 age groups: 516 in late childhood (Grades 4–6), 398 in early adolescence (Grades 7–9), and 337 in late adolescence (Grades 10–12). There was limited evidence for same-sex bias during late childhood, varying by sex and race in its pervasiveness or clarity. Interpersonal traits were not generally sex stereotyped. Several interests were sex stereotyped during adolescence, but not those most directly related to academic learning. In general, interests were more strongly sex stereotyped by boys than by girls. Greater cognitive maturity generally attenuated sex stereotyping of interests. Certain developmental trends differed by sex and/or by race, and socioeconomic background (parents" education) influenced developmental trends among Blacks but not among Whites. (37 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does alcohol use mediate the association between alcohol evaluations and alcohol-related problems in adolescents?

Alcohol use becomes more frequent during adolescence, with the percentage of youth who drink doubling from 8th grade to 12th grade. The escalation in drinking behavior during adolescence is often associated with increased problems and other risk behavior, such as drunk driving. In this study, adolescents (N?=?557) were recruited from an emergency department to assess their alcohol use, positive and negative evaluations about alcohol, driving after drinking, and problems experienced from drinking. Analyses explored the mediational role of drinking behavior between adolescents' evaluations and problems from drinking and between evaluations and driving after drinking. The findings indicated that drinking behavior partially mediated the association between positive evaluations and problems experienced from drinking but did not mediate the association between evaluations and drunk driving. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

US double-blind, controlled trials of omeprazole and amoxycillin for treatment of Helicobacter pylori

OBJECTIVE: To identify environmental and psychosocial factors associated with receiving special education services. DESIGN: The 1992 Minnesota Student Survey, an anonymous, self-report survey. SETTING: Minnesota public schools. PARTICIPANTS: A total of 121848 adolescents in the 6th, 9th, and 12th grades. MAIN OUTCOME MEASURES: Emotional status and potential environmental risk factors including family structure, family substance use problems, family violence, and sexual abuse were compared between adolescents reporting a history of having been in classes for learning problems and a grade- and race-matched comparison group of adolescents who had never been in classes for learning problems. Comparisons were conducted separately for male and female respondents. RESULTS: Compared with adolescents who had never been in classes for learning problems, a significantly greater proportion of male and female students who had been in special education classes lived in single-parent and nontraditional households, indicated that a family member had an alcohol or other drug problem, had witnessed or experienced physical abuse, and reported a history of sexual abuse and poor emotional health. Most of these associations remained significant when simultaneously controlling for the other factors in logistic regression. Significant factors showed modest odds ratios in the multivariate analyses (<1.6), except for the emotional status variable. Students with a history of receiving special education services had from 6 to 14 times the odds of reporting poor emotional health. This association was strongest among the youngest adolescents. CONCLUSION: Several environmental stressors and psychosocial factors, most notably poor emotional health, are associated with a history of special class placement for learning problems.     

Changes in adolescents' daily interactions with their families from ages 10 to 18: Disengagement and transformation.

In a cross-sequential study spanning 5th-12th grade, 220 White working-and middle-class youth provided reports on their experience at 16,477 random moments in their lives. Amount of time spent with family was found to decrease from 35% to 14% of waking hours across this age period, indicating disengagement. However, transformation and continued connection were evident in stability across age in time talking and alone with parents; an age increase in family conversation about interpersonal issues, particularly for girls; and with age, adolescents' more frequent perception of themselves as leading interactions. After a decrease in early adolescence, older teens reported more favorable affect in themselves and others during family interactions. Last, the age decline in family time was found to be mediated not by internal family conflict but by opportunities and pulls an adolescent experiences from outside the family. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cigarette smoking in a multiethnic population of youth: methods and baseline findings

BACKGROUND: To expand upon recent research studies that have identified dramatic ethnic differences in adolescent cigarette smoking, this study was designed to characterize smoking among a multiethnic population of adolescents and to identify significant factors that may protect against smoking initiation. METHODS: During the first 2 years, this mixed cross-sectional, longitudinal study recruited and collected baseline data from a volunteer sample of 1,441 Houston-area public school students in the 5th, 8th, or 12th grade. A wide range of new and established predictors of smoking behavior was assessed, and their associations with ever smoking and susceptibility to smoking were assessed within ethnicity (white, N = 537; African-American, N = 454; and Hispanic, N = 297). RESULTS: Consistent with previous studies, white students smoked in substantially higher proportions than African-American students, with Hispanic adolescents in-between. Simultaneously adjusting for other variables, the odds of ever smoking (OR = 0.47, P < 0.01) and susceptibility to smoking (OR = 0.64, P < 0.01) were significantly lower among African-American adolescents when compared with whites; odds ratios for Hispanics and whites did not differ. Across all three ethnicities, the most important predictor of both ever smoking and susceptibility to smoking was the smoking status of the three best friends. Several ethnicity-specific variables also were identified. CONCLUSIONS: In concordance with previous investigations, cigarette smoking prevalence differs by ethnicity, and the factors associated with ever smoking and susceptibility to smoking differ among white, African-American, and Hispanic adolescents. The results of this study may be used to develop theory-based, culturally appropriate smoking intervention programs for adolescents.     

Stability and change in broad and narrow factors of intelligence from ages 12 to 15 years.

A battery of cognitive tests was administered in the 6th grade (12-yr-olds) and again in 9th grade (15-yr-olds) to a sample of 225 boys and 242 girls. In the 8th grade, the same students answered an inventory about reading activities. Hierarchical confirmatory factor models were fitted to the test data from each of the 2 occasions, defining a General Intelligence factor and residual factors representing Crystallized Intelligence and General Visualization. Results indicate high stability for the general factor (.92 to .94) and for the residual of the General Visualization factor. There were strong autoregressive relations among the latent variables but no or weak cross-lagged relations. Few relations were found between reading activities and changes in abilities. R. B. Cattell's investment hypothesis of ability development is discussed in relation to the results. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The measurement of psychological maltreatment: early data on the Child Abuse and Trauma Scale

This paper describes a self-report measure, the Child Abuse and Trauma Scale, which yields a quantitative index of the frequency and extent of various types of negative experiences in childhood and adolescence. Data on this measure are presented for two large samples of college students and for a small clinical sample of subjects with a diagnosis of Multiple Personality Disorder. The strong internal consistency and test-retest reliability of the scale in the college population is documented, and its validity is attested to by demonstrating that it correlates significantly with outcomes such as dissociation, depression, difficulties in interpersonal relationships, and victimization, all of which have previously been associated with childhood trauma or abuse. The extremely high scores of the Multiple Personality subjects confer additional validity to the measure. The authors suggest that the construct of psychological maltreatment underlies the destructive elements of numerous forms of abuse and neglect, and that the scale they have developed may provide a useful index of this construct.     

Psychological and social risk factors in adolescent smoking transitions: A population-based longitudinal study.

Objective: This study longitudinally investigated psychological and social risk factors consistent with the Theory of Triadic Influence (TTI) as predictors of adolescent smoking transitions. Design: Among 4218 adolescents, five psychological risk factors (i.e., parent-noncompliance, friend-compliance, rebelliousness, low achievement motivation, and thrill seeking) were assessed in 9th grade (age 14), two social influence risk factors (i.e., parents’ and close friends’ smoking) were assessed in Grades 3 (age 8) and 9 (age 14), respectively. Main Outcome Measures: Adolescent smoking transitions occurring between the 9th and 12th (ages 14–17) grade interval. Results: The probabilities contributed by each of the five psychological risk factors to the overall probability of making a specific smoking transition were: 22% to 27% for the transition from never to trying smoking, 10% to 13% for the transition from trying to monthly smoking, and, for three of the five risk factors, 11% to 16% for the transition from monthly to daily smoking. For predicting trying smoking, the probability contributed by these psychological factors was greater than the probability contributed by each parent’s and close friend’s smoking. Parent-compliance had a higher contribution to the probability of trying smoking when an adolescent’s parent smoked (p