Individual Differences in Adolescent Dating and Adjustment

Theories on romantic relationship development posit a progression of involvement and intensity with age, relationship duration, and experience in romantic relationships. Using the National Longitudinal Study of Adolescent Health, this study tests these propositions by considering relationship type and patterns of relationships over the course of adolescence and their influence on relationship formation in young adulthood. Findings confirm that relationships become more exclusive, dyadic, of longer duration, and more emotionally and sexually intimate over the course of adolescence. Relationship experience in adolescence is associated with an increased likelihood of cohabitation and marriage in young adulthood. Finally, individuals' ascribed characteristics of gender, race/ethnicity, family structure, and income status have influences on adolescent romantic relationships that persist into young adulthood.

Child Development, 2008

This prospective study examined romantic partner selection and socialization among a sample of 78 young adolescents (6th-8th graders). Independent assessments of adolescent and romantic partner adjustment were collected before and after relationships initiated via peer nomination and self-report.

Journal of Adolescence, 2001

Theories imply that some aspects of adolescent dating behavior will be associated with individuals' positive psychosocial functioning, while other aspects will be associated with problems. This study addressed associations between diverse aspects of dating at age 16 and: (1) individual and social functioning at age 12 and at age 16; and (2) change in psychosocial functioning from age 12 to age 16. Controlling for physical maturity, overinvolvement in dating at age 16 was associated with poorer psychosocial functioning in early and middle adolescence and also predicted declines in functioning between the two ages. Level of dating experience and quality of romantic relationships were associated with social adaptation at age 16, especially in the friendship and dating domains.

Journal of Adolescent Research, 2005

Although traditional developmental theory has long recognized the significance of adolescent romantic relationships, research based on these conceptualizations has proliferated only in relatively recent years. As a result of the sustained efforts and leadership of highly productive and competent researchers, many of whom serve as contributing authors to this volume, the literature in this area has grown exponentially. Thus, the critical needs for synthesizing this body of research and for elucidating the remaining gaps in knowledge make this edited volume an important and timely contribution to the field of adolescent development. Research on adolescent romantic relationships has drawn most heavily on developmental theories of attachment and identity formation and consolidation, as demonstrated in Part I of this volume, which focuses on normative perspectives. Carver, Joyner, and Udry provide the "lay of the land" in a descriptive chapter using data from the National Longitudinal Study of Adolescent Health (Add Health). This chapter provides a foundation for the remainder of the volume, which convincingly argues that romantic relationships play a central role not only in adolescents' current health and wellbeing but also in providing a "testing ground" for the development of satisfying and stable adult relationships. To the more traditional attachment and identity perspectives (see chapters by Furman & Shaffer; Schulman; Tracy, Shaver, Albino, & Cooper), Part I of the volume considers the potential contributions of an interactionist biopsychosocial perspective (see chapter by Halpern). Still another perspective is illustrated in a chapter outlining a developmental contextual map for understanding adolescent romantic relationships between sexual minority youth (see chapter by Diamond). Throughout the remainder of the volume, the argument is convincingly made for a rigorous examination of the complex interactions between romantic relationships and the peer, familial, and wider social context in facilitating or inhibiting positive developmental outcomes in adolescence and beyond. Although contexts related to minority and stigmatized social statuses are acknowledged, the volume does not elaborate other important contextual 136

Frontiers in Psychology

The concept of well-being is complex and is in common use not only in the area of health but also in the field of human development. Well-being depends on both the individual and the environment, and during childhood and adolescence, the environmental factor can be decisive. Family, school, and peers are widely recognized as significant contexts for successful development, but romantic context is also undoubtedly important. Romantic relationships constitute a new dimension in the adolescent's social life, but little attention so far has been paid to their importance in well-being. Defined as developmental tasks, they have been associated both positive and negative outcomes, although their impact on well-being has not yet been clarified. This study uses a eudaimonic approach to evaluate four dimensions of psychological well-being: self-acceptance, positive interpersonal relationships, autonomy, and life development, and has a twofold objective: (1) to analyze adolescents' levels of psychological well-being and their stability over time, and (2) to analyze the association between romantic relationships and adolescents' psychological well-being. Using a longitudinal design, we analyzed data from a sample of 747 adolescents from Andalusia (Spain) between 13 and 17 years old (50.5% girls, mean age wave 1 = 14.55, SD = 0.84). The results revealed medium to high levels of psychological well-being, which remained stable throughout the time of the study, and an increase in wave 2 only in positive interpersonal relationships dimension. The Structural Equation Modeling analysis showed romantic relationships as a predictor of psychological well-being, having a positive link with positive interpersonal relationships and with life development, and a negative link with autonomy and self-acceptance. These results are discussed in terms of the need to use approaches focused on the specific characteristics and evolution of well-being during adolescence, as well as on the importance of considering romantic relationships as developmental assets which have the potential to influence well-being during these years.

2013

Background: In recent years, an increasing number of studies have emerged that contribute to the explanation of the development and consolidation of adolescent romantic relationships. In this regard, Collins made a signifi cant contribution to the previous models focusing on different stages; his proposal is focused instead on the meaning of each stage for adolescents. In attempting to fi nd empirical support for this model, this paper analyses these couples' characteristics at a deeper level; all the areas identifi ed by Collins were considered together: involvement, content, quality of the couple, and cognitive and emotional processes. Method: 3,258 adolescents (48.6% males) in Andalusia were surveyed, selecting those who had a dating relationship at that time (N= 1,202). Cluster analysis and predictive discriminant analysis were run. Results: The results indicated four distinct groups of adolescent couples, which were different not only in the participants' age, but in all the dimensions analyzed. Conclusions: These results are discussed in terms of the signifi cance of these variables for adolescents when defi ning their romantic relationships.

Parent and peer influences on academic achievement are well documented, but little research has examined links to romantic involvement during the adolescent period. The current study draws on interviews with 572 currently dating teens and results indicate that the romantic partner's grades are significantly related to adolescent respondents' self-reported grades, even after their own orientation toward school and traditional family, peer, and demographic controls have been taken into account. We hypothesize, following results on peer influence processes, that this concordance reveals a tendency to select partners relatively similar to oneself, but may involve social influence processes as well. We draw on the content of in-depth interviews elicited from a subset of the respondents to illustrate both types of mechanisms (selection vs. influence). Quantitative analyses also explore the role of age, gender and race/ethnicity as affecting the nature of this relationship. While age and race do not appear to uniquely influence the association, analyses indicate a gender effect -results reveal a stronger influence of partners' grades on boys' own self-reported grades relative to the association documented among girls.

Her interests include health risk behaviors and decision-making among youth, with a focus on the relational influences on drinking and condom use. Peggy C. Giordano is a distinguished research professor of sociology at Bowling Green State University. Her research centers on basic social network processes, including friendships and dating relationships, and the ways in which these influence a variety of developmental outcomes, especially adolescent sexual behavior and delinquency involvement. Monica A. Longmore is a professor of sociology at Bowling Green State University. Her interests include social psychology processes, including the nature and consequences of dimensions of the selfconcept, especially the impact of self-conceptions on adolescent dating and sexual behavior.

This study used the propensity score method to investigate the effects of early adolescent romance in the 9th grade on academic performance, as measured by high school graduation and college enrollment. The study sample included 2,895 9th graders from the National Longitudinal Study of Youth, 1997. Findings from the study uncovered mixed effects of early adolescent romance on student performance. While frequent dating behaviors and early sexual experiences showed significant negative impacts on both academic outcomes, moderate dating activities had an estimated positive impact. Implications from this study may help inform educators and families in developing appropriate policies and educational conversations to guide youth toward a moderate, timely manner of dating

Journal of Adolescence, 2001

Employing a narrative approach, 40 young adult romantic couples were interviewed about their current relationships as well as about their relationship with a romantic partner that lasted for at least about 2 months when they were aged 15 or 16. When analysed, the transcribed interviews were found to portray adolescent and young adulthood romantic relationships in different terms. Adolescent romance was described more as a form of companionship and was valued for its experiences of totality and enthusiasm. Young adulthood romance, by contrast, was described more as a mature relationship characterized by trust, support, and stability. In addition, adolescent romance was described as less enjoyable, enduring more relationship problems. Males and females described differently their adolescent romance in relation to the quality of their current romantic relationship. Males, but not females, related a current more positive perception of the relationship to a more positive perception of adolescent romance. Adolescent romance is discussed within the framework of the developmental processes that characterize the development of romantic relationships.