Smoking, body image and dieting habits among adolescents. A 3-year follow-up of adolescents aged 15-18 years

Several studies indicate that the differences in smoking habits which have hitherto prevailed between the sexes are decreasing, partly because of the increase in smoking among young Norwegian women. It has been suggested that concern about body image and weight gain is of particular relevance to women taking up smoking. In this article we present findings from a cohort study among 646 adolescents between the ages of 15 and 18 years. The results indicate that boys start smoking later than girls, and that concern about weight gain, body image and dieting plays a more important role in girls' than in boys' smoking habits at the age of 15. These factors are unrelated to boys' smoking habits at the age of 18, whereas they contribute significantly in predicting girls' smoking habits three years later. Furthermore, the results show that among girls, those who smoke are more concerned about gaining weight. Our findings emphasize the importance of implementing smoking prevention programmes at different age levels, using different motivating factors for boys and girls.     

Smoking, body image and reducing diet. A three-year follow-up of adolescents aged 15-18 years

Several studies indicate that the differences in smoking habits which have hitherto prevailed between the sexes are decreasing, partly because of the increase in smoking among young Norwegian women. It has been suggested that concern about body image and weight gain is of particular relevance to women taking up smoking. In this article we present findings from a cohort study among 646 adolescents between the ages of 15 and 18 years. The results indicate that boys start smoking later than girls, and that concern about weight gain, body image and dieting plays a more important role in girls' than in boys' smoking habits at the age of 15. These factors are unrelated to boys' smoking habits at the age of 18, whereas they contribute significantly in predicting girls' smoking habits three years later. Furthermore, the results show that among girls, those who smoke are more concerned about gaining weight. Our findings emphasize the importance of implementing smoking prevention programmes at different age levels, using different motivating factors for boys and girls.     

Changes in representation of body image as a function of menarcheal status.

Investigated the significance of menarche for girls' body image and sexual identification by assessing human figure drawings produced by 87 adolescent girls on 2 occasions, 6 mo apart. Three groups of Ss were studied: girls who were premenarcheal on both test occasions, girls who were postmenarcheal on both test occasions, and girls who changed menarcheal status between the 2 test administrations. Parallel results were obtained from both longitudinal and cross-sectional comparisons of pre- vs postmenarcheal girls. Postmenarcheal girls produced more sexually differentiated human figure drawings and more frequently drew their own sex first when asked to draw a person. Postmenarcheal, as compared to premenarcheal, girls indicated greater satisfaction with "female" body parts on a modified body-cathexis scale. These data confirm clinical speculations that menarche is a pivotal event for reorganization of the adolescent girl's body image and sexual identity. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learning what's taught: Sex differences in instruction.

Research indicates that boys perform better on mathematics tests and girls perform better on reading tests. An investigation of why boys' and girls' performance differs was made by coding 33 teacher interactions with 2nd grade students during reading and mathematics instruction. Teachers made more academic contacts with girls in reading and with boys in math; teachers spent relatively more cognitive time with girls in reading and boys in math; teachers made consistently more managerial contacts with boys than girls; and, although there were no differences in initial abilities, sex differences were found in end-of-year achievement in reading. (35 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental and social influences on young girls' early problem behavior.

A developing body of research suggests that there are few sex differences in the rate and severity of problem behavior in early childhood, but clear sex differences emerge at about 4 years of age. The authors explore 2 hypotheses to further the understanding of emerging sex differences in problem behavior across the first 5 years of life. The first posits that the change in girls' problem behavior from infancy to school entry represents a channeling of early problem behavior into predominantly internalizing problems as a result of socialization. The second hypothesis is that the change in girls' early problem behavior during the preschool period results from the more rapid biological, cognitive, and social–emotional development of girls relative to boys. The authors review research on the influence of parents, teachers, and peers on girls' behavior from infancy to preschool regarding the first hypothesis, whereas they review studies of sex differences in developmental processes to test the second. They find moderate support for both hypotheses and present a comprehensive theory of girls' developmental psychopathology that integrates social and developmental influences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychological adjustment of adolescents attempting to lose or gain weight.

The psychological adjustment of high school boys and girls who were trying to reduce or gain weight was compared in a large sample. Reducers of both sexes and male gainers exhibited lower physical self-esteem. Girls who were trying to change weight in either direction showed depression and lower global self-esteem, but male reducers and gainers did not differ on these measures. Restraint Scale scores for girls were predicted by body image, weight variables, depression, and social anxiety; restraint for boys was predicted by body image and weight variables only. Thus, the psychological correlates of weight-changing efforts are more extensive in girls. The adolescent's decision to gain or lose weight may be brought on by his/her psychological adjustment as well as by the prevailing social pressure. Alternately, a weight-change attempt may be a risk factor for psychopathology, especially for girls. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Boys withdraw more in one-on-one interactions, whereas girls withdraw more in groups.

Past research predicts that males will be more likely to withdraw in one-on-one interactions versus groups, whereas females will be more likely to withdraw in groups than in one-on-one interactions. Ninety-eight 10-year-old children engaged in a word generation task either in same-sex dyads or in groups. Boys completed significantly more words in groups than in dyads, whereas girls' performance was similar in the 2 social structures. Confirming the hypothesis, analyses of the dynamics of dyads and groups using time spent writing as a measure of effort demonstrated that boys withdrew more than girls in dyads, whereas girls withdrew more than boys in groups. Furthermore, in groups, girls were more likely than boys to focus on one individual. Causal explanations for sex differences in preferences for differing social structures are proposed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in math performance: The role of children's approach to schoolwork.

This research examined whether the tendency for girls to outperform boys in the classroom is due to differences in how girls and boys approach schoolwork. In 5th grade and then again in 7th grade, children (N=518) reported on how they approach schoolwork (i.e., achievement goals and classroom behavior), their learning strategies, and their self-efficacy in math; math grades and achievement test scores were also collected. Girls were more likely than boys to hold mastery over performance goals and to refrain from disruptive classroom behavior, which predicted girls' greater effortful learning over time. The sex difference in learning strategies accounted for girls' edge over boys in terms of grades. Girls did not do better on achievement tests, possibly because self-efficacy, for which there was also no sex difference, was the central predictor of performance on achievement tests. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The contribution of peer and media influences to the development of body satisfaction and self-esteem in young girls: A prospective study.

This study aimed to prospectively examine the role of peer and media influences in the development of body satisfaction (incorporating the desire for thinness and satisfaction with appearance) in young girls, as well as the relationship between body satisfaction and self-esteem. A sample of 97 girls 5-8 years of age completed individual interviews at Time 1 and 1 year later at Time 2. Linear panel analyses found that Time 1 perception of peers' desire for thinness was temporally antecedent to girls' desire for thinness, appearance satisfaction, and self-esteem 1 year later. In addition, the watching of appearance-focused television programs was temporally antecedent to appearance satisfaction. Finally, girls' desire for thinness was found to temporally precede low self-esteem. Thus, as early as school entry, girls appear to already live in a culture in which peers and the media transmit the thin ideal in a way that negatively influences the development of body image and self-esteem. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The emergence of gender differences in depression during adolescence.

There are no gender differences in depression rates in prepubescent children, but, after the age of 15, girls and women are about twice as likely to be depressed as boys and men. In this article, 3 models for how gender differences in depression might develop in early adolescence are described and evaluated. According to Model I, the causes of depression are the same for girls and boys, but these causes become more prevalent in girls than in boys in early adolescence. According to Model 2, there are different causes of depression in girls and boys, and the causes of girls' depression become more prevalent than the causes of boys' depression in early adolescence. According to Model 3, girls are more likely than boys to carry risk factors for depression even before early adolescence, but these risk factors lead to depression only in the face of challenges that increase in prevalence in early adolescence. Evidence for the variables most commonly thought to contribute to gender differences in depression in children and adolescents is reviewed, and this evidence is related to the 3 models for how these differences develop. It is concluded that Model 3 is best supported by the available data, although much more research is needed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Motivational and gender differences: Sixth-grade students' mathematical problem-solving behavior.

Differences in boys' and girls' mathematical problem-solving behavior were studied in relation to 2 types of mathematics tasks: computations and applications. Participants were 79 boys and 79 girls of the 6th grade from 12 regular schools. In 2 separate individual sessions, cognitive and motivational variables were examined before, during, and after task execution. Differences in mathematical problem-solving behavior were dependent on the contents of the mathematics tasks and on gender. Interactions between type of task and gender were also noted. With respect to applied problem solving, girls rated themselves lower on confidence than boys and attributed bad results more often to lack of capacity and to the difficulty of the task. No gender differences were observed in relation to computations. Unexpectedly, girls had higher persistence than did boys, but only during applied problem solving. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship of body mass index and psychosocial factors on physical activity in underserved adolescent boys and girls.

Objective: Previous research indicates that body mass index (BMI) and sex are important factors in understanding physical activity (PA) levels. The present study examined the influence of BMI on psychosocial variables (self-efficacy, social support) and PA in underserved (ethnic minority, low income) boys in comparison with girls. Methods: Participants (N = 669; 56% girls; 74% African American) were recruited from the “Active by Choice Today” trial. Main Outcome Measures:BMI ? score was calculated from objectively collected height and weight data, and PA was assessed with 7-day accelerometry estimates. Self-report questionnaires were used to measure self-efficacy and social support (family, peers) for PA. Results: A 3-way interaction between BMI z score, sex, and family support on PA was shown such that family support was positively associated with PA in normal-weight but not overweight or obese boys, and was not associated with PA in girls. Self-efficacy had the largest effect size related to PA in comparison with the other psychosocial variables studied. Conclusions: Self-efficacy was found to be an important variable related to PA in underserved youth. Future studies should evaluate possible barriers to PA in girls, and overweight youth, to provide more effective family support strategies for underserved adolescents' PA. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predictors of changes in weight esteem among mainland Chinese adolescents: A longitudinal analysis.

Weight and body image concerns are prevalent among adolescents across cultures and pose significant threats to well-being, yet there is a paucity of longitudinal research on samples living in non-Western and developing countries. This prospective study assessed the extent to which select sociocultural, psychological, and biological risk factors contributed to changes in weight esteem among adolescent girls and boys living in the People’s Republic of China. Students (181 boys, 320 girls) from middle schools and high schools in Southwest China completed measures of demographics; weight esteem; thin female and lean, muscular male appearance ideals; positive and negative affect; and appearance-based social pressure, teasing, and comparison. Subsequently, weight esteem was reassessed 18 months later. Girls having stronger preferences for thin ideals, a high body mass index, and more negative affect at Time 1 were more likely to experience losses of weight esteem at follow-up. Among boys, high baseline levels of appearance pressure contributed to later reductions in weight esteem—an effect that was also moderated by age. For both sexes, appearance social comparisons also contributed to weight esteem changes in univariate analyses, albeit these effects were attenuated within multivariate prediction models. In sum, this study highlights how specific experiences implicated previously in research on body dissatisfaction in Western samples are also salient in understanding changes in weight esteem for adolescent girls and boys in rapidly developing China. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Boys' and girls' reports of maternal and paternal behavior.

Reports of parent behavior on a number of scales, measuring various aspects of nurturance and control, were analyzed on 2 samples. Differences between maternal and paternal behavior were highly consistent between the 2 samples, suggesting that these roles may be stable across samples differing in age and social class. Mothers appear to be consistently perceived as more nurturant and as more controlling through indirect, covert methods by both boys and girls. Differences between boys' and girls' reports of mother and of father were different for all comparisons in both samples, suggesting that there may be an interaction between 2 or more of the following variables: sex of parent, sex of child, age of child, social class, and religious affiliation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental changes in gender composition of friendship networks in adolescent girls and boys.

This article describes both normative changes and individual differences in the gender composition of girls' and boys' friendship networks across adolescence and predicts variations in these changes. It also examines changes in the characteristics (context, age difference, closeness, and support) of same- and other-sex friendships in the network. Girls and boys (N=390) were interviewed annually from Grades 6 to 10 (76% retention). Growth in the proportion of other-sex friends was significantly more pronounced for girls and was related to different predictors for girls and boys. Moreover, over time, girls had other-sex friends that were increasingly older than themselves, and most of these friendships took place outside of the school, which was not the case for boys. Growth in the proportion of other-sex friends was more pronounced for secondary than for best friends. Finally, both girls and boys reported receiving higher levels of help from girls than from boys. These findings suggest that other-sex friendships might place some of the girls on a problematic developmental trajectory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of body fat on weight concerns, dating, and sexual activity: A longitudinal analysis of Black and White adolescent girls.

Using data from a 2-year longitudinal study of 200 Black and White adolescent girls (mean age was 13 years 8 months at study entry), the authors investigated the implications of differences in body fat for dating and sexual activity and the implications of heterosexual activity for dieting and weight concerns. Among White girls, and Black girls with college-educated mothers, more body fat was associated with a lower probability of dating, even among nonobese girls. However, dating and sexual experience were unrelated to subsequent dieting and weight concerns. For both Blacks and Whites, body fat was the key determinant of dieting, weight dissatisfaction, and eating concerns. These findings indicate that adolescent girls' concerns about weight have a basis in real experiential differences, and efforts to promote healthy attitudes and eating habits may be more effective if the experiential implications of weight differences are taken into account. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores.

Throughout elementary, middle, and high school, girls earn higher grades than boys in all major subjects. Girls, however, do not outperform boys on achievement or IQ tests. To date, explanations for the underprediction of girls' GPAs by standardized tests have focused on gender differences favoring boys on such tests. The authors' investigation suggests an additional explanation: Girls are more self-disciplined, and this advantage is more relevant to report card grades than to achievement or aptitude tests. Eighth-grade girls at an urban magnet school were more self-disciplined than their male counterparts according to delay of gratification measures and self-report, teacher, and parent ratings. Whereas girls earned higher grades in all courses, they did only marginally better on an achievement test and worse on an IQ test. Mediation analyses suggested girls earned higher GPAs at least in part because they were more self-disciplined. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Dittmar, Halliwell, and Ive (2006).

Reports an error in "Does Barbie make girls want to be thin? The effect of experimental exposure to images of dolls on the body image of 5- to 8-year-old girls" by Helga Dittmar, Emma Halliwell and Suzanne Ive (Developmental Psychology, 2006 Mar, Vol 42[2], 283-292). A substantive error occurs in the Body shape dissatisfaction section on page 287. The sentence describing the calculation of body shape dissatisfaction scores from girls' responses to the Child Figure Rating Scale should instead read as follows: "A body shape dissatisfaction score was computed by subtracting the girl's actual from her ideal body size." (The following abstract of the original article appeared in record 2006-03514-007.) The ubiquitous Barbie doll was examined in the present study as a possible cause for young girls' body dissatisfaction. A total of 162 girls, from age 5 to age 8, were exposed to images of either Barbie dolls, Emme dolls (U.S. size 16), or no dolls (baseline control) and then completed assessments of body image. Girls exposed to Barbie reported lower body esteem and greater desire for a thinner body shape than girls in the other exposure conditions. However, this immediate negative impact of Barbie doll was no longer evident in the oldest girls. These findings imply that, even if dolls cease to function as aspirational role models for older girls, early exposure to dolls epitomizing an unrealistically thin body ideal may damage girls' body image, which would contribute to an increased risk of disordered eating and weight cycling. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in learned helplessness: II. The contingencies of evaluative feedback in the classroom and III. An experimental analysis.

Girls show greater evidence than boys of learned helplessness in achievement situations with adult (but not peer) evaluators: They attribute their failures to lack of ability rather than motivation and thus show impaired performance under failure. Two studies are reported linking sex differences in attributions to adults' use of evaluative feedback. Study 1, with 52 4th graders and 27 5th graders, revealed that both the contingencies of feedback in classrooms and the attributions made by teachers were ones that would render negative evaluation more indicative of ability for girls than boys. For example, negative evaluation of girls' performance referred almost exclusively to intellectual inadequacies, whereas 45% of boys' work-related criticism referred to nonintellectual aspects. Moreover, teachers attributed the boys' failures to lack of motivation significantly more than they did the girls' failures. In Study 2, with 60 5th graders, teacher–boy and teacher–girl contingencies of work-related criticism observed in classrooms were programmed in an experimental situation. Both boys and girls receiving the teacher–girl contingency were more likely to view subsequent failure feedback from that evaluator as indicative of their ability. Implications for developmental theories and for development are addressed. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Girls' dating behavior as a function of social context and maturation.

Examined how environmental and physical characteristics contribute to the emergence of adolescent girls' dating behavior. The premise was that one set of individual characteristics, pubertal processes, may have more influence on girls' dating behavior in one context than in another, specifically more in girls who attend dance schools than in those who do not. Seventh to ninth grade girls were seen, 59 who were enrolled in national classical ballet company school and 328 who were not. Body image, dating behavior, career aspirations, pubertal status, and maturational timing were assessed via self-report and maternal report. Dancers were less likely to date than nondancers. A Dance/Nondance Group?×?Pubertal Status interaction was found: Premenarcheal dancers had lower dating scores than postmenarcheal dancers, whereas menarcheal status was not related to dating in nondancers. With regard to body image, a Breast Development?×?Dance/Nondance Group interaction was found, with breast development being negatively related to body image in dancers and unrelated in nondancers. Findings are discussed in terms of interactions between environmental and physical characteristics and the goodness of fit between contextual demands and a girl's particular physical characteristics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)