Early Pubertal Timing and Girls’ Problem Behavior: Integrating Two Hypotheses

Girls’ early pubertal timing has been linked in many studies to behavioral problems such as delinquency and substance use.
The theoretical explanations for these links have often involved the girls’ peer relationships, but contexts have also been
considered important in some explanations. By integrating two theoretical models, the peer–socialization and the contextual–amplification hypotheses, we propose a contextual framework for explaining the link between early pubertal timing and external problem
behavior in girls. We hypothesize that early developing girls engage in unhealthy, dangerous, and risky behavior under contextual
conditions that promote access to older friends and opposite-sex relationships. Under other conditions it is less likely.
We tested this integrated hypothesis in two studies conducted in Sweden. The first was a cross-sectional study with information
about school and free-time friends in a community sample (N = 284). Early pubertal timing was linked to having older, more
normbreaking friends outside of school, but not in school, thus suggesting that the school context interferes early-developing
girls’ selection of older peers. The second study involved both a longitudinal (N = 434) and a cross-sectional sample of girls
(N = 634), where we examined a leisure setting that is known to attract delinquent youth. Results showed that early pubertal
timing was most strongly linked to delinquency for girls who spent time in this context and were heavily involved with boys
and peers. In sum, results from both studies supported our predictions that certain contexts would amplify the peer-socialization
effect. Overall, we conclude that the integrated peer-socialization/contextual-amplification model satisfactorily explains
the link between pubertal timing and external problem behavior.