Biological maturation and social development: A longitudinal study of some adjustment processes from mid-adolescence to adulthood

The role of biological maturity in behaviors in adolescence which most often are considered as negative by adults was investigated for a normal group of girls. In mid-adolescence early matured girls were found to play truant, smoke hashish, get drunk, pilfer, ignore parents' prohibitions, considerably more often than did late maturing girls. These differences between biological age groups were mediated by the association with older peer groups and they leveled out in late adolescence. Data on alcohol consumption and crime at adult age showed little association with biological maturation. A hypothesis was tested suggesting that early biological maturation may have negative long-term consequences within the education domain. In accord with this assumption, a considerably smaller percentage of girls among the early maturers had a theoretical education above the obligatory nine-year compulsory schooling than among the late maturing girls. The association between biological maturation and adult education was significant also after controlling for standard predictors of education, such as the girls' intelligence and the social status of the home. The requirement of conducting longitudinal studies when investigating issues connected with maturation was strongly emphasized.The research presented here was supported by funds to D. Magnusson from the Swedish Terecentenary Foundation and the Swedish Council for Planning and Coordination of Research.Received Ph.D. from the University of Stockholm. Current research interest is development.Received Ph.D. from University of Stockholm. Current research interest is development.Received Ph.D. from University of California at Berkeley. Current research interest is Social psychology.     

Why and When is Ethnic Harassment a Risk for Immigrant Adolescents’ School Adjustment? Understanding the Processes and Conditions

Ethnically harassed immigrant youth are at risk for experiencing a wide range of school adjustment problems. However, it is still unclear why and under what conditions experiencing ethnic harassment leads to school adjustment difficulties. To address this limitation in the literature, we examined two important questions. First, we investigated whether self-esteem and/or depressive symptoms would mediate the associations between ethnic harassment and poor school adjustment among immigrant youth. Second, we examined whether immigrant youths’ perception of school context would play a buffering role in the pathways between ethnic harassment and school adjustment difficulties. The sample (n = 330; M _age  = 14.07, SD = .90; 49 % girls at T1) was drawn from a longitudinal study in Sweden. The results revealed that experiencing ethnic harassment led to a decrease in immigrant youths’ self-esteem over time, and that youths’ expectations of academic failure increased. Further, youths’ relationships with their teachers and their perceptions of school democracy moderated the mediation processes. Specifically, when youth had poor relationships with their teachers or perceived their school context as less democratic, being exposed to ethnic harassment led to a decrease in their self-esteem. In turn, they reported low school satisfaction and perceived themselves as being unsuccessful in school. Such indirect effects were not observed when youth had high positive relationships with their teachers or perceived their school as offering a democratic environment. These findings highlight the importance of understanding underlying processes and conditions in the examination of the effects of ethnic devaluation experiences in order to reach a more comprehensive understanding of immigrant youths’ school adjustment.