The sporting life: Athletic activities during early adolescence

The decline in sports participation that begins in early adolescence has been well documented, and there has been considerable controversy regarding the reasons for this attrition. The present study addressed the attrition process by focusing on the subjective experience of sports as a function of grade, gender, and sport context. Following the procedures of the Experience Sampling Method, 401 5th–9th-grade boys and girls carried electronic pagers, similar to those worn by doctors, for one week, and filled out self-report forms on their activities and subjective states in response to signals received at random times. Older respondents spent less time in sports than their younger peers. This age difference was due primarily to a decline in informal sports participation, with less pronounced attrition from organized sports. Our findings suggest that the reasons for attrition from sport may be context specific. While informal sports were experienced more positively than gym class or organized sports, perceptions of skill were lowest during informal sports and declined with age. It seems youngsters stop participating in organized sports because these activities are less enjoyable to them, while attrition from informal sports is more performance based. Boys spent more time in sports than girls, and this difference was based primarily upon significant gender differences in informal sports participation. In spite of their differential rates of participation, boys and girls reported similar levels of affect, arousal, and skill during sports.This research was supported by NIMH grant number MH38324, Stress in Daily Life During Early Adolescence, awarded to Reed Larson, and was carried out while the first author was a Dissertation Fellow in the Department of Psychology at Loyola University of Chicago.Received Ph.D. in psychology from Loyola University of Chicago. Current research interests include athletic, involvement during early adolescence, body image, and adolescent mental health.Current research interests are stress and coping during early adolescence, and the adaptive use of leisure time.Received Ph.D. from the Committee on Human Development at the University of Chicago. Current research interests include pubertal development, the precursors of eating disorders, and the effects of maternal employment of young adolescents.     

“We were just talking ...”: Conversations in early adolescence

This paper explores young adolescents' experience of talk, examining changes in boys' and girls' patterns of communication with family and friends. The data consist of immediate self-reports provided by 401 5th–9th grade students during the course of one week of their normal lives. Results indicate that while time spent talking to friends increased dramatically across this age period, especially for girls, talk with family members remained stable. Analysis of topics of conversation suggests that older children turned to friends for discussions of age-related concerns while continuing to discuss daily issues with family members. Talk with friends did not appear to replace talk with family members but rather represented a new facet of the social world, supplementing existing family relationships.This research was supported by NIMH grant number MH38324, Stress in Daily Life During Early Adolescence, awarded to Reed Larson, and was carried out while the first author was a predoctoral fellow in the Clinical Research Training Program in Adolescence, jointly sponsored by The Center for the Study of Adolescence at Michael Reese Hospital and Medical Center, and the Committee on Human Development at The University of Chicago, funded by NIMH institutional training grant number 2 T32 MH14668-12.Current research interests are family relationships in early adolescence, interpersonal conflict, and the study of daily psychological experience.Current research interests are the effects of maternal employment on children and adolescents and the study of day care.     

Introduction: The changing life space of early adolescence

The socialization of children and adolescents is shaped by how they spend their time. This special issue maps the daily experience of white American 5th–9th graders, describing both the quantities of time they spend in different contexts and the affective states associated with these contexts. Each paper examines a separate segment of daily activity (e.g., schoolwork, talking, sports), employing data from a common study in which 401 participants provided experience sampling reports at random times during their daily lives when cued by a pager. The findings show substantial age and sex differences, indicating significant changes in the daily life space of girls and boys between preadolescence and early adolescence. Implication for socialization to healthy adult adjustment in love, work, and play are discussed in each paper.Received Ph.D. from Committee on Human Development, University of Chicago, Research focuses on daily experience associated with health and psychopathology in adolescence and across the life span.Received Ph.D. from Committee on Human Development, University of Chicago. Current research interests: pubertal development, precursors of eating disorders, and the effects of maternal employment on young adolescents.     

Self-Image and Perceived Self-Efficacy During Adolescence

The aim of the research is to assess self-image and perceived self-efficacy during different phases of adolescence. We conducted a survey of 675 adolescents selected according to gender (289 males and 386 females), age (early, middle, and late adolescence), residential zone (low to middle and middle to high social background), and the kind of school (Italian arts/science/languages/classics-based high school or liceo vs. vocational school or istituto tecnico). The adolescents completed the Offer Self Image Questionnaire (OSIQ) to evaluate dimensions of self and a series of perceived self-efficacy scales. Adolescents generally describe themselves in positive terms. Multivariate analysis revealed that boys and students who attend vocational schools have a better self-image than girls and students at licei. Age and residential zone had only moderate effects. Girls proved to have better academic and regulatory self-efficacy but a lesser degree of emotional self-efficacy. We suggest that girls experience higher levels of stress during adolescence, probably as a result of educational factors, while the difficulties of liceo students may be the result of the significant distance between the actual self and the ideal self. The use of two constructs (self-image and self-efficacy) confirmed the existence of multifaceted aspects contained within the concept of self.     

The learning disabled adolescent: Eriksonian psychosocial development,self-concept,and delinquent behavior

Using a developmental perspective, this study contrasted learning and nonlearning disabled adolescents on three variables: Erikson's stages of psychosocial development, self-concept, and delinquent behavior. It was predicted that learning disabled adolescents would show significantly less resolution of Erikson's fourth state, industry versus inferiority, manifest lower overall self-concept, and report more delinquent behavior than their nondisabled peers. The results indicated that the learning disabled subjects, due to years of failing at school tasks, were unable to develop a sense of industry and competence. While these adolescents felt unpopular and inferior about their academic skills, the overall self-concept of the learning disabled sample was not significantly different than that of the comparison subjects. Finally, among nonadjudicated youths, learning disability was not found to be significantly associated with juvenile delinquency. Taken together, the results of this study show the utility of a developmental framework for a better understanding of the psychosocial adjustment of adolescents with learning handicaps.Recived Ph.D. from the California School of Professional Psychology, Berkeley, and completed a postdoctoral fellowship at the Menninger Foundation, Topeka, Kansas. Current research interests include psychological testing and prediction of psychology in hospitalized adolescents and adults.Received Ph.D. from the University of Kentucky. Current research interests include psychotherapy methods and psychometrics     

Biological and ecological factors in the expression of adolescent self-esteem

The relationship between self-esteem and pubertal maturation is examined based on results of the first two years of a six-year naturalistic longitudinal study of the ecology of self-esteem during adolescence. A random sample of 40 seventh-grade adolescents of both sexes from all socioeconomic classes was selected from a local junior high school. Four measures of pubertal maturation level were obtained for participants during each year of the study. Self-esteem was assessed by means of a repeated measures self-report technique. Each adolescent carried a beeper paging device and responded in writing to beeps that occurred on a random schedule eight times daily. Males were significantly higher in self-esteem than females. The developmental pattern for the relationship between self-esteem and pubertal maturation differed between boys and girls. Three ecological contextual variables were explored: setting, activity, and participants. Physical setting was significantly associated with level of self-esteem. Activities and participants present were not significantly predictive of self-esteem. Results are discussed in terms of the onset and timing of pubertal maturation and its influence on self-esteem.This paper is a revised version of a paper presented at the annual meeting of the American Psychological Association, Montreal, September 1–5, 1980. The research project is supported by a grant from the Spencer Foundation, Chicago, to the second author.University of Notre Dame. Received her Ph.D. from Cornell University. Major interest are adolescent and human lifespan development, and divergent thinking.Received his Ph.D. from the University of Chicago. Major interests are adolescent development, self-esteem, and ethology.     

Undivided interest and the growth of talent: A longitudinal study of adolescents

Based on theoretical considerations drawn from John Dewey and others, and using the Experience Sampling Method to longitudinally investigate a group of talented high school students,undivided interest was operationalized as times when the students felt above average spontaneous interest (i.e., excitement, openness, and involvement) while also reporting above average goal-directed interest (i.e., that their task was important to their goals). Results showed that after adjusting for the effects of family background, scholastic aptitude, and other individual differences, undivided interest while doing talent-related activities was positively correlated with independent assessments of talent area performance three years later: the level of mastery students achieved as indicated by their school records, the ratings students received from their talent area teachers, and the students' assessments of their own level of engagement. Highly engaged students reported over twice as much undivided interest in comparison to a group of disengaged students, who reported more divided interest (i.e., more of what Dewey referred to as fooling—high spontaneous involvement with no goal direction; and more drudgery—low spontaneous involvement and high goal direction). These findings held regardless of whether the teenagers were talented in math, science, music, or art. The implications of the study are discussed in terms of contemporary theories of attention and cognitive development, as well as unproductive educational philosophies that pit these important dimensions of experience against each other.Received Ph.D. in psychology from the University of Chicago. Main research interests are adolescent development within the family and the role of interest in learning and development.Received Ph.D. in human development from the University of Chicago. Main research interests are optimal experience and creativity.     

A critique of the research literature concerning pregnant adolescents, 1960–1970

A perspective on the research literature from 1960 to 1970 concerning pregnant adolescents (this literature was abstracted and reviewed in a previous publication) is presented. Research methodology and potential content for research are examined and suggestions made that would contribute to a stronger empirical base for the research. Several assumptions (of difference, of homogeneity, and of special need) regarding pregnant adolescents that seem to be implicit in the research are brought to light. Finally, an analysis of the risk concept is presented.Has degrees in social work (M.S. and Ph.D.) and public health (M.S.), with research interests in adolescent health status, human service for youth, and the process of (research) consultation.Has M.A. in sociology.Has degrees in theology (B.D.) and medical sociology (Ph.D.). He teaches the latter, while focusing his research interests on the mental health consequences on women as a result of their labor force participation and the evaluation of accelerated medical education programs.M.D. degree and a degree also in public health. Before his academic career, he was a high public official in the New York State Department of Health. His publications include studies of the medical aspects of water fluoridation and high-risk groups receiving maternity care. Current research interests include studies of patterns of provision of maternal and child health services in the United States, the incidence and prevalence of long-term diseases of childhood, and followup studies of low birth weight and other vulnerable infants.     

The “impulsivity index”: Its application to juvenile delinquency

An objective, composite index of impulsivity, made up of three measures of reactivity to color on the Rorschach and amount of discrepancy between performance and verbal IQ on the Wechsler Scales, is proposed. It was predicted that impulsiveness as measured by this index would be associated with self-perception of impulsivity. Moreover, it was predicted that impulsiveness, whether objectively or subjectively measured, would tend to be associated with a history of greater and more frequent delinquency. The major hypotheses were confirmed. In addition, the data suggested that delinquents from higher socioeconomic levels may be more impulsive than their lower class counterparts. Additional work on refining and validating the impulsivity index is indicated.This work has been supported by Grant No. A70-15 from the Illinois Law Enforcement Commission.Currently a Ph.D. Candidate in Human Development at the University of Chicago. Major research interest is in cognitive development during adolescence.Received M.D. from the University of Chicago. Major research interests are the developmental psychology of adolescence and the etiology of juvenile delinquency.Received M.D. from Marquette University. Major research interests are in juvenile delinquency and psychotherapy of adolescents.Currently a Ph.D. Candidate in Human Development at the University of Chicago. Major research interest is in juvenile delinquency.     

The high school “Junior Theme” as an adolescent rite of passage

This paper examines high school research projects as an adolescent transitional episode that demarks acquisition of a capacity for prolonged creative effort. Whereas tests of courage are important in many subsistence societies, in ours a valued quality of adulthood is the ability to think and act on one's own. Self-report data from 154 students working on a Junior Theme are employed to illustrate the psychological significance of this kind of rite. The students report a range of emotional states that are well out of their normal school experience. Many go through a process of personal involvement and self-searching that resembles an identity quest. As a result of the project students feel they have acquired a new status, one that separates them from the uninitiated and puts them closer to the status and power of an autonomous adult.Received his Ph.D. in Behavioral Sciences from the University of Chicago. Research interests include adolescent emotional development, the ecology of daily life, and gerontology.     

Drawings of the opposite sex: Continued use of the draw a person test and young state hospital patients

The Draw A Person test has continued to be one of the most frequently utilized psychological tests with children and adolescents. This is especially true for the child/adolescent populations in state hospitals. Because of the frequent criticism leveled against the DAP's validity, this study was undertaken in order to provide normative data for the DAP with this particular clinical population. Previous research has focused on the drawings of the same sex as the subjects; this study deals with the characteristics of the drawings of the opposite sex. The subjects were 84 male and 66 female psychiatric patients from the Adolescent Unit (AU) at Rusk State Hospital. As each patient was admitted to the AU, he was scheduled for psychological testing, with the DAP, the Revised Beta, and the MMPI being a part of this testing. The results of this study indicate that IQ ranking is the most significant factor affecting DAP test performance by male subjects. IQ ranking was not found to significantly influence the drawings by females. Neither MMPI test performance nor social background factors were shown to significantly affect DAP test performance. It is suggested that in order for the DAP to become a more objectively utilized personality technique, a scoring method should be developed that takes into account the overall quality of the drawing in conjunction with the individual details of each area of the figure drawn. More focus should also be given to the characteristics of the opposite-sex figure drawn by the subjects and its potential interpretation.Received his M.S. degree in psychology from North Texas State University in 1968. Current interests include establishment of residential psychiatric facilties for children and adolescents, development of new treatment modalities for children and adolescents (i.e., Wilderness Camping Programs for emotionally disturbed children and adolescents), and understanding and developing working knowledge of the criminally insane child or adolescent.Received his Ph.D. in experimental psychology from the University of Alabama. His research interests include program evaluation and psychometric studies of psychological tests.Received his B.A. degree in mathematics at the University of South Florida in 1968 and his M.S. degree in statistics from Virginia Polytechnic Institute in 1970. His current interest is mental health statistics.Received his Ph.D. from Texas Tech University in 1975. His current interest is in assertion training.     

Peer knowledge of and reactions to adolescent suicide

Questionnaire data were obtained from 120 high school students on their (1) knowledge of risk factors that identify potential suicidal behavior in peers, (2) attitudes toward peers who attempt or commit suicide, and (3) ability to respond appropriately to suicidal messages from peers. Overall, relatively few adolescents possessed accurate information, and many had misinformation concerning various warning signs. Furthermore, respondents expressed negative attitudes toward peers who attempt or commit suicide, and generally were unable to respond sensitively and appropriately to suicidal communications. These results have implications for suicide education programs for adolescents.This study was based on a Masters Thesis conducted by the first author under the direction of the latter two authors. Preliminary results of this investigation were presented at the Midwestern Psychological Association, Chicago, 1988.Received M.A. in clinical psychology from Loyola University. Current research interests include bulimia and alcoholism.Received Ph.D. in clinical psychology from Vanderbilt University. Primary research interests involve community psychology, prevention programs, and child psychology.Received Ph.D. from University of Chicago. Research interests include issues in adolescence and eating disorders.     

Perceived Support and Internalizing Symptoms in African American Adolescents: Self-Esteem and Ethnic Identity as Mediators

Existing research leaves a gap in explaining why African American adolescents do not exhibit more anxiety and depression than other youth, at the same time that they experience more contextual risk factors. The current study examined the roles of social support as well as possible mediators self-esteem and ethnic identity (sense of belonging to one’s ethnic group) in reducing internalizing symptoms in 227 African American adolescents (mean age = 12.55). Structural equation models indicated that self-esteem and ethnic identity partially mediated the relation between social support and depression. For depression, ethnic identity accounted for more of the social support effect for males, whereas self-esteem had more impact for females. The mediation model for anxiety was supported in females, with self-esteem more important than ethnic identity. The results suggest that ethnic identity and self-esteem function as important links in how social support reduces internalizing symptoms in African American youth. Assistant Professor, Clinical Psychology, Loyola University Chicago. Received Ph.D. in Psychology from The University of Memphis. Current interests include coping and resilience in African American youth and the role of family characteristics in children and adolescents’ stress and coping processes. Teaching Associate, School of Education and Social Policy, Northwestern University. Received Ph.D. in Psychology from University of Rhode Island. Research interests include ethnic identity in African American youth and the effects of exposure to violence on well-being. Assistant Professor, Human Development and Social Policy, Northwestern University. Received Ph.D. in Psychology from University of California, Riverside. Primary research examines the nature and effects of socialization, father’s involvement, and how they interact with gender, race, and SES to impact youths’ academic and social development. Professor, Clinical and Developmental Psychology, Loyola University Chicago. Received Ph.D. in Human Development from the University of Chicago. Current research interests include the developmental stage of adolescence with a focus on the daily experience of urban African American young adolescents and how this relates to their psycho- social well being. Dr. Richards served as a Predoctoral Adolescent Fellow (1979–1981) and Postdoctoral Adolescent Fellow (1984–1985) at the Clinical Research Training Program in Adolescence in Chicago, IL, which was co-directed by Dr. Daniel Offer., Loyola University Chicago, 6525 N. Sheridan Rd., Chicago, IL, 60626 USA Visiting Professor, Humphrey Institute of Public Affairs; President, University of Minnesota and Global Philanthropy Alliance. Received Ph.D. in Measurement, Evaluation, and Statistical Analysis from the University of Chicago. Research interest is in adolescent development. Dr. Petersen served as Coordinator of the Clinical Research Training Program in Adolescence (1978–1982) and Associate Director (1976–80) and Director (1980–82) of the Laboratory for the Study of Adolescence at Michael Reese Hospital and Medical Center (Chicago, IL) where Dr. Daniel Offer served as Director of the Department of Psychiatry. Dr. Petersen and Dr. Offer collaborated on numerous research papers while working together at Michael Reese Hospital., University of Minnesota and Global Philanthropy Alliance USA     

Depression,Suicidal Ideation,and Substance Use Among Continuation High School Students

This study examines the structural relationships among depression, suicidal ideation, gateway substance use (including cigarettes, alcohol, and marijuana), and hard substance use (including cocaine, stimulants, and inhalants) in a sample of continuation high school students at high risk for drug abuse. When the model was examined separately by ethnic group (Latino and Caucasian) and gender, significant differences among the factor correlations emerged. Compared to Latinos and females, Caucasians and males, respectively, demonstrated a greater number of significant relationships among the factors. For Latinos and females, only the depression and suicidal ideation factors were significantly correlated with each other, as were the gateway and hard substance use factors. For Caucasians and males, four of the six factors were significantly intercorrelated. One implication is that mood enhancement may be a particularly important reason for hard substance use among Caucasian and male adolescents.     

Selective attention and self-control in delinquent adolescents

Research studies are briefly reviewed to examine the hypothesis that delinquent adolescents may process information in a different manner than non-delinquents. Studies suggest that delinquents may have less control over which information they attend to, may expose themselves to more stimulation, may process information more slowly, and may selectively attend to different information than matched controls. Findings from a recent study are presented in support of the latter hypothesis. A clinical example illustrates how these attention differences may appear in the course of treatment.This work was conducted while Dr. Rosenthal was a Clinical Research Training Fellow in Adolescence in a program jointly sponsored by the Adolescent Program of the Illinois State Psychiatric Institute, the Institute for Psychosomatic and Psychiatric Research and Training at Michael Reese Hospital and Medical Center, and by the Departments of Behavioral Science (Human Development) and Psychiatry of the University of Chicago. The training program was funded by Public Health Service grant T32MH14668.A version of this paper was presented at the Conference on the Psychology of Adolescence, Chicago, June 20–21, 1980. Portions of this article are based upon the doctoral dissertation submitted by Frank Lani in partial fulfillment of the Ph.D. degree, Loyola University, Chicago, Illinois.Received his Ph.D. in clinical psychology at Vanderbilt University. Current research interests include delinquency, hyperkinesis, and evaluation of hospital treatment.Received his Ph.D. in clinical psychology at Loyola University. Current research interests include social cognition in delinquency.     

Sexual problems found in users of a student mental health clinic

The authors were interested in discovering the spectrum and prevalence of sexual problems among young adults. With this goal in mind, they devised a Sexual Problems Check List as a comprehensive instrument utilizable by both clinicians and researchers. The Sexual Problems Check List was derived by reviewing therapists' treatment summaries and 146 recent answers to applications written by patients themselves as the first step in applying for treatment at a university mental health clinic. Data were then obtained from 52 subsequent student mental health clinic patients; such patients were selected as the sample because they were late adolescents and young adults thought likely to exhibit a broad range of clinically significant probelms. General patterns of concerns were noted which indicated that the sexual revolution has not been as liberating as the respondents were led to believe.Received his M. D. from Yale University School of Medicine in 1963. Psychiatric Residency at Yale, 1964–1967. Main interests include psychiatry residency training, psychoanalytic study of peotry, student mental health.Receved his M.D. from the University of Pennsylvania in Philadelphia in 1971. Psychiatric Residency at University of Chicago, 1972–1975. Main interests include hospital psychiatry and group treatment for rheumatoid arthritis.Received his Ph.D. in sociology from the University of Chicago in 1968. Main interests include urban problems, socialization, and deviance.     

Who stays? who leaves? an examination of sex differences in staying and leaving

This article examines some of the major variables associated with the staying and leaving process, particularly as it operates similarly or differentially for male and female adolescents. Sixty attitude statements about aspects of school, parents, peers, teachers, and value orientations were obtained from 796 adolescents and factor analyzed. This subset of independent variables, together with a set of personality and ability measures, was then used to predict staying or leaving status. The discriminant analysis was undertaken using leaving status and sex (LVSEX) as the dependent variable. Using a stepwise solution method of discriminant analysis, two significant functions were identified-the first suggesting a sex dimension, the second a stayer-leaver dimension.Received Ph.D. from La Trobe University. Current research interest is adolescent development.Received Ph.D. from University of N.S. W. Current research interest is mathematical reasoning in adolescence.     

Delinquency and learning disabilities: Evidence for compensatory behaviors and adaptation

There has been a great deal of debate as to whether or not there is a direct relationship between learning disabilities and delinquent behavior. While the relationship was well established for adjudicated youth, it was more uncertain for adolescents not actively involved with the juvenile justice system. There are indications, however, that the relationship is more complex, with learning disabled (LD) adolescents more likely to develop severe delinquent behaviors than are their nondisabled peers, but unlikely to exhibit a middle ground between delinquent and nondelinquent behavior. It is hypothesized that this difference is due to the ability of most LD children and adolescents to adapt through developing skills that allow them to compensate for their handicapping conditions. Implications for future research are discussed.Partial funding for research support provided by Texas Christian University Research Fund.This article was written by a member of the editorial board of theJournal of Youth and Adolescence as a response to the article by Daniel B. Pickar and Christopher D. Tori, entitled The Learning Disabled Adolescent: Eriksonian Psychological Development, Self-Concept, and Delinquent Behavior, which appeared in Volume 15, Number 5. —Daniel Offer, M. D., Editor-in-Chief.Received Ph. D. in personality and abnormal psychology at Northwestern University. Current research interests include social development and social skills training of both learning disabled and nondisabled adolescents.     

A measure of risk taking for young adolescents: Reliability and validity assessments

Researchers often define adolescent risk taking in terms of individual behaviors such as alcohol and drug use, early sexual activity, and reckless driving. It is not clear whether these behaviors defined by adults as risky have the same meaning for adolescents. This paper describes the development and preliminary testing of an instrument to assess risk taking among young adolescents. The six item scale was constructed by asking small groups of eighth grade boys and girls to describe things that teenagers your age do for excitement or thrills. The measure was then used in a longitudinal study of 758 young adolescents from three rural counties in Maryland. The scale shows good reliability, as indicated by coefficient alpha and factor analyses. Eighth-grade scores on the scale are associated with the initiation of sexual activity and substance use in ninth grade among virgins and nonusers of alcohol, marijuana, cocaine and pills in eighth grade.     

Ego identity status,ego development,and locus of control in college women

This study examined the relationship of identity status to ego development and locus of control in 75 college women. The identity statuses did not differ significantly in self-reported locus of control, but did differ on the depth measure of ego development. Consistent with identity theory and with previous research with males, identity achievers and moratorium (incrisis) women were more advanced in their ego development than fore-closure and diffusion women.This article is based in part on the doctoral dissertation of Sheila D. Ginsburg, Submitted in partial fulfillment of the Doctor of Philosophy degree, University of Missouri—St. Louis.Received her Ph.D. in clinical psychology from the University of Missouri—St. Louis. Current research interests include normative and dysfunctional development in children and adolescents.Received his Ph.D. in clinical psychology at State University of New York at Buffalo. Research interests include personality and social development of adolescents and young adults.