Abstract
Substantial evidence from cross-sectional and short time-span longitudinal studies exists about negative associations between
early pubertal maturation on a number of psychological outcomes. The objective of the present study was to assess the association
between early maturation and developmental trajectories of social skills and internalizing and externalizing problems in girls
from grades 1 through 9, including pre- and post-pubertal periods. The sample came from the NICHD Study of Early Child Care
and Youth Development and included 398 Caucasian and 60 African American girls. Multilevel modeling revealed early maturing
Caucasian girls were at risk for higher internalizing and externalizing problems and experiencing higher levels of problems
pre-pubertally. African American youth had lower social skills and internalizing problems with no group differences due to
early pubertal development. Findings are discussed in light of literature on continuity of girls’ psychosocial development
before and during the pubertal transition.
early pubertal maturation on a number of psychological outcomes. The objective of the present study was to assess the association
between early maturation and developmental trajectories of social skills and internalizing and externalizing problems in girls
from grades 1 through 9, including pre- and post-pubertal periods. The sample came from the NICHD Study of Early Child Care
and Youth Development and included 398 Caucasian and 60 African American girls. Multilevel modeling revealed early maturing
Caucasian girls were at risk for higher internalizing and externalizing problems and experiencing higher levels of problems
pre-pubertally. African American youth had lower social skills and internalizing problems with no group differences due to
early pubertal development. Findings are discussed in light of literature on continuity of girls’ psychosocial development
before and during the pubertal transition.
- Content Type Journal Article
- DOI 10.1007/s10964-010-9625-3
- Authors
- Laura M. DeRose, Derner Institute of Advanced Psychological Studies, Adelphi University, 1 South Avenue, Blodgett 212E, Garden City, NY 11530, USA
- Mariya P. Shiyko, The Methodology Center, Penn State University, 204 E. Calder Way, Suite 400, State College, PA 16801, USA
- Holly Foster, Department of Sociology, Texas A&M University, 425A Academic Building, College Station, TX 77840, USA
- Jeanne Brooks-Gunn, Virginia and Leonard Marx Professor of Child Development, Teachers College and College of Physicians and Surgeons, Columbia University, 525 West 120th Street, Box 39, New York, NY 10027, USA
- Journal Journal of Youth and Adolescence
- Online ISSN 1573-6601
- Print ISSN 0047-2891