The effects of pubertal development on achievement during adolescence
Abstract
The present study investigated the role of pubertal timing and pubertal status on school achievement and achievement orientation among a sample of adolescents followed during sixth, seventh, and eighth grades (early adolescence). Also investigated were the longer-term effects of timing of puberty on achievement-related measures for a subsample of individuals followed up in twelfth grade. Results indicated that during early adolescence late-maturing boys had the lowest school achievement, receiving the lowest grades in language arts, literature, and social studies. Late-maturing girls showed the highest achievement in these domains. Achievement orientation, that is, beliefs about one's ability to achieve, did not explain these results. Very few long-term effects of puberty on the achievement measures were found. The educational implications of these results are discussed.
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More recent studies show that earlier maturation is still associated with positive effect for boys in terms of academic performance, but earlier maturation is now associated with worse academic performance in girls.
“More recent studies of academic performance show that earlier maturation is still associated with positive effect for boys in terms of academic performance, but earlier maturation is now associated with worse academic performance in girls”
From Does puberty mark a transition in sensitive periods for plasticity in the associative neocortex? (2017) · cites this paper as Dubas et al., 1991
Early maturers of both sexes reported lower career training aspirations.
“while early maturers of both sexes reported lower career training aspirations”
From Does puberty mark a transition in sensitive periods for plasticity in the associative neocortex? (2017) · cites this paper as Dubas et al., 1991
Relative pubertal timing (compared to grade level peers) rather than pubertal status (independent of grade level) drives these effects, suggesting that extrinsic social factors play a role in the effects of pubertal maturation on academic performance more than intrinsic biological factors.
“Dubas et al. (1991) also find that relative pubertal timing (compared to grade level peers) rather than pubertal status (independent of grade level) drives these effects suggesting that extrinsic social factors play a role in the effects of pubertal maturation on academic performance more than intrinsic biological factors.”
From Does puberty mark a transition in sensitive periods for plasticity in the associative neocortex? (2017) · cites this paper as Dubas et al., 1991
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- Authors
- Dubas, J. S., Graber, J. A., & Petersen, A. C.
- Venue
- American Journal of Education
- Publisher
- University of Chicago Press
- Published
- 1991-08
- Volume
- 99
- Issue
- 4
- Pages
- 444-460
- ISSN
- 0195-6744 (ISSN-L)
- 1549-6511
- OpenAlex
- W1987623557
- Cited by
- 76
- References
- 19
- Citations by year
- 2024: 1 · 2023: 2 · 2022: 1 · 2021: 1 · 2020: 2 · 2019: 4 · 2018: 1 · 2017: 5 · 2016: 6 · 2015: 4 · 2014: 3 · 2013: 3 · 2012: 1
- FWCI
- 1.21
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Journal of Education (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Health Sciences › Medicine › Reproductive Medicine › Hypothalamic control of reproductive hormones
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- pubertal timing, pubertal stage, academic performance, achievement orientation, early adolescence, late maturation, sex differences, educational implications
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