Completed

graduate work

Pubertal Perceptions in Adolescence - Focus Groups

Role. co-primary investigator

Co-primary investigator. jennifer a. silvers

Status. collected.

Summary. conducting focus groups to understand further how adolescents feel about puberty and what they want to know. we will also use the data collected to inform more inclusive measures of puberty.

post bac work

Comparing the Multivariate Relationships of Conceptual Adversity Models and Structural Brain Development in Adolescent Girls*.

Role. fourth-author w/ ann-marie barrett as first-author</br

Co-authors. theresa w. cheng, jessica flannery, kathryn l. mills, robert chavez, phil fisher, jennifer h. pfeifer

Status. accepted.

Summary. determining whether the dimensional or cumulative risk model of adversity better predicts cortical thinning in frontoparietal and frontotemporal networks and volumetric changes in subcortical regions throughout adolescence.

Self-perceived scholastic competence and trait mindfulness during school transitions in adolescent girls

Role. first author

Co-authors. theresa w. cheng, arian mobasser, jennifer h. pfeifer, kathryn l. mills

Where? collabra: psychology

When? 2023

Summary? Identity development is a core task of adolescence. Self-perceptions of scholastic competence are tied to the academic domain of identity development and have immediate consequences for educational attainment. Understanding the malleability of self-perceptions of scholastic competence, and the factors which may influence its developmental course, are crucial for efforts to improve educational outcomes. This preregistered longitudinal study describes how self-perceived scholastic competence changes across early adolescence, relates to trait mindfulness, and is impacted by school transitions. We investigated these questions in 174 adolescent girls (10–16 years), who each contributed up to three waves of data, using multilevel modeling. Our results demonstrated that prior levels of self-reported mindfulness and school transitions are positively related to self-perceived scholastic competence, whereas age is not.

Link. https://online.ucpress.edu/collabra/article/9/1/57559/195096