Adolescence is characterized by considerable changes in cognitive and socio-emotional skills. There are considerable differences between adolescents with regards to the development of these skills.... Show moreAdolescence is characterized by considerable changes in cognitive and socio-emotional skills. There are considerable differences between adolescents with regards to the development of these skills. However, most studies examine adolescents’ average functioning, without taking into account this heterogeneity. The current study applies network analysis in order to examine heterogeneity of cognitive and socio-emotional functioning in adolescents on-track or delayed in their school progression. Data was collected at two time-points for on-track (n = 320) and delayed (n = 69) adolescents (Mage = 13.30 years, SDage = 0.77). Repeated measures ANOVA showed no significant differences between the groups in cognitive and socio-emotional functioning (p’s > 0.05). Network analysis revealed that executive functions play a key role in the network of cognitive, social, and emotional functioning. This is especially the case in the delayed group where executive functions are even more central, both at T1 (inhibition and shifting) and T2 (shifting). Subsequent community analysis revealed three profiles in both groups: a well-adapted and well-balanced group, a group with high levels of need for arousal and risk-taking, and a group with regulation problems. Compared to on-track adolescents, delayed adolescents showed even higher levels of risk-taking in the second profile and higher levels of executive function problems in the third profile at T1. These differences were leveled out at T2, indicating adolescents in the delayed group catch up with their peers. This study highlights the intricate balance between cognitive, social and emotional functioning in adolescents in relation to school performance and provides preliminary evidence of the importance of taking individual differences within groups into account. Show less
Duijvenvoorde, A.C.K. van; Blankenstein, N.E.; Crone, E.A.; Figner, B. 2016
Adolescence is the transition period between childhood and adulthood during which individuals gain independence and develop mature social goals. The age range of adolescence differs between... Show moreAdolescence is the transition period between childhood and adulthood during which individuals gain independence and develop mature social goals. The age range of adolescence differs between countries and cultures, but it is generally agreed upon that, in Western societies, adolescence encompasses the period of approximately ages 10 to 22 years (Blakemore & Robbins, 2012; Crone & Dahl, 2012). The onset of adolescence commences at the start of puberty, which is the phase in life during which rapid increases in gonadal hormones result in changes in physical appearance, such as voice changes in boys and breast development in girls, but also behavioral and brain changes (Blakemore, Burnett, & Dahl, 2010). That is, it has been found previously that pubertal hormones have a massive infl uence on the developing brain structure and function (Peper & Dahl, 2013). Puberty thus marks the fi rst phase of adolescence and starts approximately around ages 10-11-years, on average 1.5 years earlier for girls than for boys, and lasts until approximately age 15-16 years (Blakemore et al., 2010). The second phase of adolescence (16-22 years) is characterized by the development of mature goals and gaining independence from parents. The end of adolescence is mostly culturally defi ned and is dependent on when individuals obtain a mature role in society (Crone & Dahl, 2012). Show less
Duijvenvoorde, A.C.K. van; Figner, B.; Weeda, W.D.; Van der Molen, M.W.; Jansen, B.R.J.; Huizenga, H.M. 2016
