Poster #22 - The Role of Pubertal Timing and Social Skills on School Problems among Girls and Boys

• In Event: 3-053 - Poster Session 10
  In Poster Session: PS 10 Section - Biological Processes: Psychophysiology

Integrative Statement

The transition from middle school to high school can be challenging as children adapt to the increased demand and responsibilities. Children may form negative attitudes towards school and their teachers if it is difficult to initiate positive social interactions within this setting (Field et al., 2017). The consequences of these school problems can negatively impact their academic achievement and future career success (Sullivan et al., 2008). However, little is known about the biosocial antecedents that contribute to school problems.
School problems may develop if children do not demonstrate the social skills to promote positive interactions with teachers and peers. Children who displayed high levels of social skills predicted high levels of positive school attitudes (Kwon et al., 2014). Not only must adolescents navigate social interactions, but they also must navigate the biological changes associated with puberty. Some research indicates that early maturing girls and boys with poor social skills report higher levels of conflict with teachers (Bakker et al., 2011). Other studies suggest early maturing boys tend to receive more positive reports from teachers compared to late maturing boys (Mendle & Ferrero, 2012). However, to our knowledge, no study has yet to examine how pubertal timing, social skills and sex interact to predict school problems from childhood to adolescence. Thus, we hypothesized that 1) early maturing girls with low levels of social skills at age 10 will report higher levels of school problems at age 15, and 2) late maturing boys with low levels of social skills at age 10 will report higher levels of school problems at age 15.
The present sample includes data from 98 participants who are part of an ongoing longitudinal study of social and emotional development. To capture early maturing children, 10- and 15-year time points were utilized (Chumlea et al., 2003; Grossman et al., 2014). A pubertal timing index was created by standardizing scores from the mother’s report of average development on the Pubertal Development Scale (Petersen et al., 1985). Social skills was assessed at age 10 utilizing the teacher’s report on the Behavioral Assessment of School Children-Teacher Rating Scales (BASC; Reynolds & Kamphaus, 2004). School problems was assessed through the adolescent’s report on the BASC-2 (Adolescent version; Reynolds & Kamphaus,1992) at age 15.
SPSS 21 was used to conduct hierarchical linear regression analysis in which pubertal timing, sex and social skills at age 10 interact to predict school problems at age 15. BMI at age 7 and race were considered as covariates but were not included in the final model, as correlations with other study variables were not significant. A significant interaction was noted and probed. There was a significant main effect for sex on school problems (β=-.246; p = .016). A three-way interaction between pubertal timing, social skills, and sex predicting school problems was found (β=-1.255; p = .020). These findings suggest that late maturing boys with low levels of social skills at age 10 predict higher levels of school problems at age 15. Implications of these findings are discussed.

Authors

• Jessica Mitsuko Lee, University of North Carolina, Greensboro
  Presenting Author

• Susan Phillips Keane, University of North Carolina at Greensboro
  Non-Presenting Author

• Susan Calkins, University of North Carolina at Greensboro
  Non-Presenting Author

• Lilly Shanahan, Jacobs Center for Productive Youth Development, Department of Psychology, University of Zurich
  Non-Presenting Author