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Weiqiao Fan; Mengting Li – Child Development, 2025
This four-wave longitudinal study among 698 Chinese early adolescents explored (1) how personal identity coherence and confusion develop; and (2) whether parenting style and peer relationships (i.e., close friend relationships and peer preference) were related to personal identity development. Participants (M[subscript age] = 11.39 yrs.,…
Descriptors: Self Concept, Adolescent Development, Longitudinal Studies, Parenting Styles
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Zych, Izabela; Ttofi, Maria M.; Llorent, Vicente J.; Farrington, David P.; Ribeaud, Denis; Eisner, Manuel P. – Child Development, 2020
Trajectories of stability and change in bullying roles were examined through a longitudinal prospective study of 916 school students followed up biannually from age 11 to 17. Perpetrators and victims had relatively stable trajectories with most of the children remaining in the same role over time or becoming uninvolved. Bully/victim was the most…
Descriptors: Bullying, Longitudinal Studies, Victims, Secondary School Students
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Hillekens, Jessie; Baysu, Gülseli; Phalet, Karen – Child Development, 2023
Tracing developmental pathways of immigrant-origin adolescents, this 3-year longitudinal study (2012-2015) examined within-person changes in cultural orientations and their consequences for school adjustment. Multivariate latent growth mixture modeling confirmed multiple pathways of integration, revealing variable acculturative changes along dual…
Descriptors: Acculturation, Student Adjustment, Immigrants, Longitudinal Studies
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Hülür, Gizem; Gasimova, Fidan; Robitzsch, Alexander; Wilhelm, Oliver – Child Development, 2018
Intellectual engagement (IE) refers to enjoyment of intellectual activities and is proposed as causal for knowledge acquisition. The role of IE for cognitive development was examined utilizing 2-year longitudinal data from 112 ninth graders (average baseline age: 14.7 years). Higher baseline IE predicted higher baseline crystallized ability but…
Descriptors: Intellectual Experience, Learner Engagement, Cognitive Development, Longitudinal Studies
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de Haan, Amaranta D.; Dekovic, Maja; van den Akker, Alithe L.; Stoltz, Sabine E. M. J.; Prinzie, Peter – Child Development, 2013
This study examined whether changes in children's self-reported Big Five dimensions are represented by (developmental) personality types, using a cohort-sequential design with three measurement occasions across 5 years (four cohorts, 9-12 years at T1; N = 523). Correlates of, and gender differences in, type membership were examined. Latent…
Descriptors: Personality Traits, Personality Development, Preadolescents, Longitudinal Studies
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Titzmann, Peter F.; Silbereisen, Rainer K. – Child Development, 2012
This longitudinal study compared immigrant and native adolescents' expectations concerning the timing of conventional socially acceptable and oppositional less socially acceptable forms of autonomy. Based on normative development and a collectivist background among immigrants, both developmental and acculturative change was expected. The sample…
Descriptors: Immigrants, Adolescents, Late Adolescents, Acculturation
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Naumova, Oksana Yu.; Hein, Sascha; Suderman, Matthew; Barbot, Baptiste; Lee, Maria; Raefski, Adam; Dobrynin, Pavel V.; Brown, Pamela J.; Szyf, Moshe; Luthar, Suniya S.; Grigorenko, Elena L. – Child Development, 2016
This study attempted to establish and quantify the connections between parenting, offspring psychosocial adjustment, and the epigenome. The participants, 35 African American young adults (19 females and 16 males; age = 17-29.5 years), represented a subsample of a 3-wave longitudinal 15-year study on the developmental trajectories of low-income…
Descriptors: Child Rearing, Adjustment (to Environment), Psychological Patterns, Social Development
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Daddis, Christopher – Child Development, 2011
Two studies examined adolescents' personal autonomy beliefs and their perceptions of peer autonomy. Study 1 sampled 527 adolescents (M = 15.40 years) and found that adolescents desired increased autonomy most over personal and multifaceted issues and least over moral and conventional issues. Younger adolescents and girls desired increased autonomy…
Descriptors: Adolescents, Personal Autonomy, Peer Influence, Age Differences
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Masten, Carrie L.; Eisenberger, Naomi I.; Pfeifer, Jennifer H.; Colich, Natalie L.; Dapretto, Mirella – Child Development, 2013
Links among concurrent and longitudinal changes in pubertal development and empathic ability from ages 10 to 13 and neural responses while witnessing peer rejection at age 13 were examined in 16 participants. More advanced pubertal development at age 13, and greater longitudinal increases in pubertal development, related to increased activity in…
Descriptors: Peer Acceptance, Rejection (Psychology), Peer Relationship, Puberty
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Swinton, Akilah D.; Kurtz-Costes, Beth; Rowley, Stephanie J.; Okeke-Adeyanju, Ndidi – Child Development, 2011
Developmental, gender, and academic domain differences in causal attributions and the influence of attributions on classroom engagement were explored longitudinally in 115 African American adolescents. In Grades 8 and 11, adolescents reported attributions for success and failure in math, English and writing, and science. In Grade 11, English and…
Descriptors: Attribution Theory, African American Children, Academic Achievement, Adolescents
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Eisert, Debra C.; Kahle, Lynn R. – Child Development, 1982
Examines the relationship between self-evaluation and social comparison in adolescent males during their last two years of high school. The question is empirically examined in two realms that capture primary features of the adolescent transition: physical transformation and social role reorganization. (Author/RH)
Descriptors: Adolescent Development, Longitudinal Studies, Peer Influence, Personality Development
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Richards, Maryse H.; Crowe, Paul A.; Larson, Reed; Swarr, Amy – Child Development, 1998
Fifth through eighth graders completed self-reports in response to pager signals received over one week and again four years later. Responses indicated that thinking about the opposite sex occurs earlier than spending time with the opposite sex alone and that both increase over time. Girls spent more time with opposite sex and more time thinking…
Descriptors: Adolescent Development, Adolescents, Elementary Education, Friendship
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Block, Jack; Robins, Richard W. – Child Development, 1993
Developmental change in self-esteem was assessed from early adolescence through early adulthood. Found that males tended to increase and females to decrease in self-esteem over time and that there was rank order consistency in self-esteem over time. Within each gender, individuals' differences in developmental trajectories were related to…
Descriptors: Adolescent Development, Adolescents, Individual Differences, Longitudinal Studies
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Englund, Michelle M.; Levy, Alissa K.; Hyson, Daniel M.; Sroufe, L. Alan – Child Development, 2000
Examined the validity of an observational assessment of adolescent social competence within a group interaction during a revealed differences task. Found that ratings of task enjoyment, involvement, leadership, self-confidence in task, and global social competence showed strong correlations to counselor ratings and peer sociometrics and were…
Descriptors: Adolescent Development, Adolescents, Followup Studies, Interpersonal Competence
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Nagin, Daniel; Tremblay, Richard E. – Child Development, 1999
Used semi-parametric mixture model with boys assessed repeatedly from 6 to 15 years to approximate a continuous distribution of developmental trajectories for aggression, opposition, and hyperactivity. Found that a chronic oppositional trajectory, with other trajectories held constant, led to covert delinquency only. A chronic physical aggression…
Descriptors: Adolescent Development, Adolescents, Aggression, Behavior Problems
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