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Socioeconomic disadvantage; pubertal development; and adolescent mental health and academic achievement: A longitudinal study
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DOI：10.1017/S0954579426101187.png)
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Abstract
En 中文
Low socioeconomic status (SES) is linked to pubertal development; mental health issues; and academic performance. However; the role of early pubertal development in the link between low SES and mental health and academic outcomes is unclear. Using longitudinal data from the ABCD Study (9–10 years at baseline; N = 9; 848; 52.2% males) across four time points; we examined associations between household and neighborhood disadvantage; pubertal development; and mental health and academic achievement. Greater household and neighborhood disadvantage were associated with more advanced pubertal status at baseline in both males and females. Among females; higher pubertal status at baseline mediated the association between lower household income and neighborhood disadvantage with greater mental health problems and poorer school performance. Additionally; slower pubertal tempo attenuated the relationship between neighborhood disadvantage and these outcomes in females. These findings underscore the importance of considering both household and neighborhood contexts in shaping adolescent development and highlight pubertal development as a potential pathway underlying socioeconomic disparities in mental health and academic achievement.
Keywords:
Academic achievement
adolescence
mental health
neighborhood disadvantage
puberty
socioeconomic status
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