Discussion week 6

  

Discussion: Using the Walden Library

Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use research literature to explore ideas, guide your thinking, and gain new insights. As you search the research literature, it is important to use resources that are peer-reviewed and from scholarly journals. You may already have some favorite online resources and databases that you use or have found useful in the past. For this Discussion, you explore databases available through the Walden Library.

To Prepare:

• Review the information presented in the Learning Resources for using the Walden Library, searching the databases, and  evaluating online resources.
• Begin searching for a peer-reviewed article that  pertains to your practice area and interests you.

Post the following:

Using proper APA formatting, cite the peer-reviewed article you selected that pertains to your practice area and is of particular interest to you and identify the database that you used to search for the article. Explain any difficulties you experienced while searching for this article. Would this database be useful to your colleagues? Explain why or why not. Would you recommend this database? Explain why or why not.

**Use at least 3 references** 

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Title:

Authors:

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NLM Title Abbreviation:

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Abstract:

Record: 1

Adolescent Big Five personality and pubertal development: Pubertal
hormone concentrations and self-reported pubertal status.

Van den Akker, Alithe L., ORCID 0000-0002-4981-5265. Department of
Child Development and Education, Research Priority Area Yield, University
of Amsterdam, Amsterdam, Netherlands, a.l.vandenakker@uva.nl
Briley, Daniel A.. Department of Psychology, University of Illinois at
Urbana–Champaign, Champaign, IL, US
Grotzinger, Andrew D.. Department of Psychology, University of Texas at
Austin, Austin, TX, US
Tackett, Jennifer L.. Department of Psychology, Northwestern University,
Evanston, IL,

US

Tucker-Drob, Elliot M.. Department of Psychology, University of Texas at
Austin, Austin, TX, US
Harden, K. Paige. Department of Psychology, University of Texas at Austin,
Austin, TX, US

Van den Akker, Alithe L., Department of Child Development and Education,
Research Priority Area Yield, University of Amsterdam, Nieuwe
Achtergracht 127, Amsterdam, Netherlands, a.l.vandenakker@uva.nl

Developmental Psychology, Vol 57(1), Jan, 2021. pp. 60-72.

Dev Psychol

US : American Psychological Association

0012-1649 (Print)
1939-0599 (Electronic)

English

personality, puberty, testosterone, progesterone, DHEA

In early adolescence, levels of conscientiousness and agreeableness have
been found to temporarily decrease, with levels of neuroticism increasing,
indicating a dip in personality maturation. It is unknown whether these
changes are related to the process of puberty, a major developmental
milestone with numerous changes for children. Here, we first replicated the
dip in personality maturity in early adolescence (N = 2640, age range 8–
18, 51% girls, 65% non-Hispanic white, 21% Hispanic/Latino, 10% African
American, 9% other, roughly 33% of families received means-tested public
assistance) and tested associations between the Big Five personality
dimensions and pubertal development and timing across late childhood
and adolescence (n = 1793). Pubertal development was measured using
both hormonal assays (DHEA, testosterone, and progesterone) and self-
reports of secondary sex characteristics. Of hormonal measures, only
higher DHEA concentrations were associated with lower
conscientiousness and openness. Nonparametric moderation analyses
using LOSEM indicated Complex Age × Sex interactions involving all three
hormones. Self-reported pubertal development was associated with lower
extraversion, conscientiousness, agreeableness, and openness. More

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Document Type:
Subjects:

PsycINFO Classification:
Population:

Location:
Age Group:

Tests & Measures:

Grant Sponsorship:

Methodology:
Format Covered:
Publication Type:

Publication History:

Release Date:
Copyright:

Digital Object Identifier:
PsycARTICLES Identifier:

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advanced pubertal timing was also related to lower levels of extraversion,
conscientiousness, and agreeableness. All associations were small. As
some evidence was found for small associations between pubertal
development and lower levels of conscientiousness and agreeableness, a
dip in personality maturation in these personality traits may be partly due to
pubertal development in early adolescence. Overall, results did not
indicate that pubertal development was the primary explanation of the
maturity dip in adolescent personality. Many small influences likely
accumulate to explain the dip in personality maturity in early adolescence.
(PsycInfo Database Record (c) 2020 APA, all rights reserved)

Journal Article

*Adolescent Development; *Conscientiousness; *Personality
Development; *Puberty; Hormones; Progesterone; Early Adolescence

Personality Traits & Processes (3120)

Human
Male
Female

US

Childhood (birth-12 yrs)
School Age (6-12 yrs)
Adolescence (13-17 yrs)
Adulthood (18 yrs & older)
Young Adulthood (18-29 yrs)

Big Five Inventory
Pubertal Development Scale DOI: 10.1037/t06349-000

Sponsor: National Institutes of Health, US
Grant Number: R01HD083613; R01HD092548
Other Details: Texas Twin Project
Recipients: No recipient indicated

Sponsor: Jacobs Foundation
Other Details: Research fellowships
Recipients: Briley, Daniel A.; Tucker-Drob, Elliot M.; Harden, K. Paige

Empirical Study; Quantitative Study; Twin Study

Electronic

Journal; Peer Reviewed Journal

Accepted: Nov 1, 2020; Revised: Oct 12, 2020; First Submitted: Nov 26,
2019

20201231

American Psychological Association. 2021

http://dx.doi.org.ezp.waldenulibrary.org/10.1037/dev0001135

dev-57-1-60

2020-99409-002

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Database: APA PsycArticles

Adolescent Big Five Personality and Pubertal Development: Pubertal Hormone
Concentrations and Self-Reported Pubertal Status

By: Alithe L. Van den Akker
Department of Child Development and Education, Research Priority Area Yield, University of Amsterdam;
Daniel A. Briley
Department of Psychology, University of Illinois at Urbana–Champaign
Andrew D. Grotzinger
Department of Psychology, University of Texas at Austin
Jennifer L. Tackett
Department of Psychology, Northwestern University
Elliot M. Tucker-Drob
Department of Psychology, University of Texas at Austin;
Population Research Center, University of Texas at Austin
K. Paige Harden
Department of Psychology, University of Texas at Austin;
Population Research Center, University of Texas at Austin
Acknowledgement: OSF link: https://osf.io/jgfqp/?view_only=d21e101898c64ab6b7478df003b40cf8.

The Texas Twin Project is supported by National Institutes of Health (NIH) Grants R01HD083613 and
R01HD092548. Daniel A. Briley, Elliot M. Tucker-Drob, and K. Paige Harden are additionally supported by Jacobs
Foundation research fellowships.

Note: Sara Jaffee served as the action editor for this article.—EFD

Big Five personality characteristics develop in the direction of increasing maturity across adulthood, with mean
levels of agreeableness and conscientiousness increasing and neuroticism decreasing in the population (Roberts
et al., 2006). However, during early adolescence these same personality traits appear to temporarily change in
the opposite direction, becoming less mature before increasing in maturity again (Göllner et al., 2017; Luan et al.,
2017; Soto et al., 2011; Van den Akker et al., 2014). These temporary declines in personality maturation have in
turn been associated with adolescents’ behavioral and emotional problems (Van den Akker et al., 2010). At
present, it is unknown what causes this temporary disruption of personality maturation, but pubertal development
is a strong candidate factor (Soto & Tackett, 2015). Here, we test whether we can replicate the temporary dip in
personality maturation using a large (N = 2640), cross-sectional (age range primarily 8–18 years) sample. Next,
we test whether markers of pubertal development, hormone concentrations and self-reports of secondary sex
characteristics are associated with personality. As most pubertal development takes place between 10 and 15, it
may explain a dip in personality maturation in this age range.

Pubertal Development and Personality Maturation: Hormonal Concentrations

Individual differences in characteristic ways of thinking, feeling, and behaving that are relatively stable across
time and situations, or personality traits, can be captured by five overarching personality dimensions:
Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness to Experience (Goldberg, 1990).
The same “Big Five” dimensions describe personality traits in childhood and adolescence as in adulthood,
allowing for the investigation of the development of these traits across the life span (Shiner & Caspi, 2003).
Investigations of mean-level personality development across early and middle adulthood have converged on the
finding that, for the population as a whole, levels of conscientiousness and agreeableness increase, whereas

https://osf.io/jgfqp/?view_only=d21e101898c64ab6b7478df003b40cf8

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levels of neuroticism decrease (Roberts et al., 2005). To explain this phenomenon, it was hypothesized that
taking on adult social roles (i.e. starting a paid job and entering a stable romantic relationship), something that
most young adults do during this period, could explain why the population as a whole tended to increase in those
characteristics that are necessary to be successful in these roles (Roberts et al., 2005). Mean-level development
thus tends to be aimed at increasing maturity during early adulthood. As levels of extraversion and openness do
not show a consistent pattern of maturation in adulthood, with openness remaining fairly stable and some aspects
of extraversion increasing and others decreasing, they are not central to the maturity principle (Roberts et al.,
2005).

When investigations of mean-level development of the Big Five personality dimensions were extended to earlier
ages, several findings indicated trends in the opposite direction. Although similar trends to early adulthood were
already visible in later adolescence, during early adolescence (between ages 10 and 15) several findings
indicated that youths’ personality traits were actually becoming less mature than they were before, with evidence
for decreases in agreeableness (Göllner et al., 2017; Luan et al., 2017; Soto et al., 2011; Van den Akker et al.,
2014) and conscientiousness (Borghuis et al., 2017; Göllner et al., 2017; Soto et al., 2011; Van den Akker et al.,
2014) and increases in neuroticism for girls specifically (Borghuis et al., 2017; Luan et al., 2017; Soto et al., 2011;
Van den Akker et al., 2014). As lower levels of conscientiousness and agreeableness are important predictors of
externalizing problems, and neuroticism is a predictor for internalizing problems (Tackett, 2006), these changes
have important implications for adolescents’ psychological and behavioral adjustment. During this developmental
period, incidence of problems such as delinquency (Moffitt, 1993) and depression (Bongers et al., 2003) increase,
and the dip in personality maturation may explain these increases. Indeed, these changes have been found to be
associated with increased adjustment problems in youth (Van den Akker et al., 2010). Therefore, it is important to
understand what may be driving the disruption of personality maturation in early adolescence.

Although contemporary personality theories vary in the relative importance they place on intrinsic maturation
versus social influences in explaining mean-level personality development (e.g., Costa & McCrae, 2006; Roberts
et al., 2006), findings of small genetic influences on intraindividual personality changes for young adults
(Hopwood et al., 2011) and adolescents (Kawamoto & Endo, 2019) indicate that biological processes do play a
role. Important biological changes that coincide with the dip in personality maturation during the transition to
adolescence are the hormonal changes associated with pubertal development. The onset of puberty in humans,
typically occurring in childhood when children are between 6 and 8 years of age, is adrenarche. Adrenarche is
characterized by a rise in the adrenal hormone dehydroepiandrosterone (DHEA), as a result of maturation of the
hypothalamic-pituitary-adrenal (HPA) axis, causing pubic hair to grow and body odor to develop (Havelock et al.,
2004). Approximately two years later, as children enter adolescence, gonadarche introduces the increase of
gonadal hormones, including testosterone and progesterone (Hiort, 2002), which are responsible for the
development of secondary sex characteristics (Dorn, 2006). The process of pubertal maturation is completed
approximately four to five years later, around age 15 (Dahl et al., 2018).

Pubertal development could be related to a disruption in personality maturation because the rise in
concentrations of pubertal hormones affects brain function and structure (Blakemore et al., 2010). These
neurological changes produce changes in emotion, cognition, and behavior. These neurological changes produce
changes in emotion, cognition, and behavior. DHEA associated neurological changes have been connected to
emotional processing (Whittle et al., 2015). Similar findings have linked testosterone to increased risk-taking
behavior (Braams et al., 2015) and progesterone to emotional processing and response inhibition (for a review,
see Toffoletto et al., 2014). These changes are likely reflected in more stable changes in patterns of thinking,
feeling, and behaving, rather than mere short-lived state changes. Therefore, we can expect these to be reflected
in personality trait changes. The effects of rising concentrations of pubertal hormones can be expected to be

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especially likely to play a role in personality development in early adolescence as it has been proposed that youth
likely adapt to the rises in hormonal concentrations after some time (Buchanan et al., 1992).

Although we know of no studies investigating pubertal hormones in relation to the broad Big Five personality
dimensions, some evidence for the possibility of pubertal hormone concentrations impacting narrower traits than
the Big Five are available. Testosterone has been associated with social dominance (Rowe et al., 2004; Tremblay
et al., 1998), which is a facet of extraversion (John & Srivastava, 1999), as well as sensation seeking (Harden et
al., 2018), which is related to both high extraversion and low conscientiousness (Mann et al., 2017), and irritability
(Olweus et al., 1980), a facet of neuroticism (John & Srivastava, 1999).

Pubertal Development and Personality Maturation:

Self-Reported Pubertal Development

Status

Although changes in physical characteristics associated with pubertal development are initiated by hormonal
changes, measures of pubertal development status derived from physical characteristics are only moderately
associated with measures of hormonal concentrations (Shirtcliff et al., 2009). Pubertal development status
derived from physical characteristics may be associated with personality changes over and above hormonal
concentrations because physical characteristics are more closely tied to social experiences that accompany
pubertal development (Blakemore et al., 2010). For instance, physical changes associated with pubertal
development may indicate to the social environment that children are becoming more mature. With increased
perceptions of maturity, expectations regarding mature (i.e. well regulated, independently planned and executed)
behavior may also increase. Consequently, although adolescents’ personalities may still be maturing, demands
placed on them by their environment (e.g., parents, teachers) may increase even more strongly. The result of this
discrepancy between adolescents’ actual maturation on the one hand and expectations of their social
environment on the other may be that adolescents appear to be decreasing in maturity (Denissen et al., 2013).
For instance, even though children might be becoming more conscientious, when they are suddenly expected to
keep track of homework, clean their own rooms, and make sure they are on time for sports lessons, they may
forget some tasks on their to-do list. Children may receive negative feedback from parents or teachers and may
view themselves as becoming less conscientious. This maturation disparity, or the gap between expectations and
underlying capabilities, may diminish as adolescents’ underlying psychological capabilities develop to match their
changing physical appearance. Therefore, more advanced pubertal development status derived from physical
characteristics may be related to lower personality maturity especially in early adolescence.

Although we know of no studies examining associations between the Big Five dimensions and pubertal
development status, a few studies regarding other personality traits are available. Pubertal development status at
age 12 has been associated with both positive and negative urgency, traits that describe a tendency to react
rashly in response to positive versus negative emotion respectively (Gunn & Smith, 2010). Both these traits are
associated with high neuroticism and low conscientiousness and agreeableness, or a less mature personality
(Cyders & Smith, 2008). Constraint, which can be considered a combination of traits associated with
conscientiousness and openness to experience, (Church, 1994) has been found to be associated with pubertal
development differently for boys and girls (Schissel et al., 2011). For girls, pubertal development was negatively
related with constraint during earlier stages of puberty but unrelated at later stages. For boys however, pubertal
development was positively associated with constraint during early stages of puberty, with no association
thereafter. Planning and perseverance, two other subcomponents of conscientiousness (John & Srivastava,
1999), have been found to be unrelated to pubertal status (Gunn & Smith, 2010), as has impulse control
(Castellanos-Ryan et al., 2013). Two other studies found that pubertal status was unrelated to traits related to
positive emotionality (a facet of extraversion) and negative emotionality (a facet of neuroticism; Canals et al.,
2005; Schissel et al., 2011).

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Goals of the Current Study

Although pubertal development is a strong candidate factor in explaining decreases in personality maturity in
early adolescence, no study has previously examined associations between pubertal development, as assessed
either by hormonal concentrations or pubertal development status derived from physical characteristics, and Big
Five personality dimensions. It is important to understand what is driving these personality changes to understand
how to best support adolescents during this time.

In a preliminary step, we examined mean-level trends of self-reports of the Big Five personality dimensions in a
large, cross-sectional sample with an age range from 8 to 18 years (N = 2640) to investigate whether they were in
line with a temporary disruption in personality maturation in early adolescence. Next, we examined associations
between the Big Five personality dimensions and pubertal development. First, we examined associations with
pubertal hormone concentrations in hair samples (i.e. DHEA, testosterone, and progesterone, n = 1793). Hair
sampling is a recently developed, noninvasive method of collecting longer-term free hormone output (Gao et al.,
2016). If rising pubertal hormone concentrations play a role in explaining a dip in personality maturation in early
adolescence, we would expect that hormone concentrations would be associated with lower personality maturity
as evidenced by lower levels of agreeableness and conscientiousness and higher levels of neuroticism. These
effects might be stronger for younger adolescents as pubertal development is a process that adolescents may
adapt to over time. We also examined associations with Extraversion and Openness to Experience to gain a
complete picture of associations with the Big Five. These analyses were exploratory. Next, we examined
associations of the Big Five personality dimensions with pubertal development status as measured by youth self-
report of physical characteristics. For pubertal development status as derived by physical characteristics, we
expect similar associations with the personality dimensions as for the hormone concentrations. Finally, we
examined whether either pubertal hormone concentrations or pubertal development status derived from physical
characteristics were uniquely associated with the Big Five. Moderation by sex was examined for the associations.

Method

All analytic plans were preregistered on OSF (https://osf.io/t52k8/?
view_only=75c8ef2395e6423ca36941f7788bb8fb).

Sample
The sample included 2640 participants from 1,102 families (49% boys) from the Texas Twin Project (Harden et
al., 2013). Adolescent mean age was 13.64 years (SD = 2.93, range = 6.94–21.29 years). Over 94% of the
sample was between the ages of 8 and 18 years, and we therefore base our inferences on this age range to
avoid problems of overextrapolation. Sixty percent of the adolescents identified as non-Hispanic white, 21% as
Hispanic/Latino, 10% as African American, and 9% as another race/ethnicity. Approximately a third of sibling
pairs were monozygotic twins, with the remaining pairs being dizygotic twins. For the purposes of the current
study, we did not perform any family based analyses. Instead, we analyzed the data at the individual-level and
corrected for the nonindependence of drawing observations from the same family. A subset of the sample only
provided self-reports on personality (n = 847). These participants were recruited prior to the introduction of hair
sampling into the research protocol and typically completed mailed or online surveys rather than participating in
the laboratory setting. The sampling frame was students in K-12 public schools for these participants. The rest of
the sample provided both self-reports of personality and pubertal development, and pubertal hormone samples (n
= 1793, from 771 families, 43% boys). The sampling frame was students in 3rd-12th grade public schools for
these participants due to the in-lab nature of the data collection. Of this subsample, the average age was 12.45
years (SD = 2.84, range = 7.8–19.47 years). Participants who only had personality data and not hormone data
tended to be younger due to the differences in the sampling frame but did not differ meaningfully on personality

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(average absolute value of Cohen’s d = .05). This result is consistent with the missing data being due to the
design of the study rather than systematically on the basis of key study variables. A total of 20 additional
participants were omitted due to some sort of disorder that would affect hormone levels (e.g., hypothyroidism),
and an additional 51 participants were omitted due to use of hormonal birth control. The Texas Twin Project
started recruiting participants from public schools in Austin, TX, Houston, TX, and surrounding areas in 2012, with
data collection in Austin ongoing.

The Texas Twin Project subprojects were approved by the Institutional Review Board of the University of Texas as
projects 2009–12-0040 (“A Sibling and Twin Study of Healthy Development in Children and Adolescents”), 2011–
11-0066 (“A Twin Study of Healthy Development in Infants and Young Children”), 2011–11-0067 (“Genetic
Influences on Adolescent Decision-Making and Alcohol Use”), 2013–02-0011 (“The Genes and Development
Study”), 2014–11-0021 (“Cortisol, Socioeconomic Status, and Genetic Influence on Cognitive Development”), and
2016–01-0004 (“Genetic & Hormonal Influences on Adolescent Decision-Making”).

Measures
Personality

Adolescents provided self-reports on the 44 items of the child version of the Big Five Inventory (BFI; John et al.,
2008). Participants were asked to indicate on a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5
(strongly agree) how much they agreed that the item described them. The BFI assesses extraversion with 8 items
(example item: “is talkative”), neuroticism with 8 items (example item: “can be tense”), conscientiousness with 9
items (example item: “does a thorough job”), agreeableness with 9 items (example item: “starts quarrels with
others”), and openness to experience with 10 items (example item: “has an active imagination”). Individual item
responses were corrected for acquiescence by subtracting person-specific means, and extreme responding by
dividing scores by person-specific standard deviations of responses to pairs of items with opposite implications
for personality (e.g., “is talkative” vs. “tends to be quiet”), prior to computing mean scale scores (Soto et al.,
2008). Acquiescence is reflected by participants’ tendency to agree with items with differing implications for
personality, and extreme responding is reflected by participants’ tendency to use either pole of the scale.
Cronbach’s alphas in the current sample were: Extraversion = .80, Agreeableness = .75, Conscientiousness =
.78, Neuroticism = .72, and Openness = .70.

Pubertal Hormones

DHEA, testosterone, and progesterone concentrations were derived from hair samples summing 3 mm in
diameter from the posterior vertex of the scalp, representing an accumulation of hormones over 3 months.
Participants were instructed not to use any hair products that were not rinsed out of the hair the day of the
appointment. Hair samples were stored at room temperature before being shipped to Dr. Clemens Kirschbaum’s
laboratory at Technical University Dresden, where they were analyzed using liquid chromatography-tandem mass
spectrometry (Gao et al., 2013). The lower limit of detection was 0.1 pg/mg. There were 459 samples below this
threshold for testosterone, 365 for progesterone, and 172 for DHEA. A winsorizing procedure was used to replace
extreme values by the highest observed score within 3 standard deviations of the sample mean. This procedure
replaced a total of 12, 9, and 15 observations for testosterone, progesterone, and DHEA, respectively. As all
hormones were positively skewed, these variables were log-transformed to approximate normal distributions and
then standardized. These procedures match previous publications using this data (Grotzinger et al., 2018) and
our preregistration plan.

Self-Reported Pubertal Development

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Adolescents provided self-reports on the Pubertal Development Scale (PDS; Petersen et al., 1988). All
adolescents rated five items on a 4-point scale ranging from 1 = not yet begun to change to 4 = finished changing
with an option to respond I do not know, which was recoded as missing. Boys and girls all rated items about
growth in height, growth of body hair, and changes in skin-appearance, with girls additionally indicating breast
growth and menarche (1 = no and 4 = yes to maintain scaling with other items), whereas boys rated growth of
facial hair and deepening of voice. The mean of these items was used as the final pubertal development score.

Analysis Plan
First, to examine nonlinearities in mean-level age trends of the Big Five, indicating a disruption in personality
maturation, we used nonparametric local structural equation models (LOSEM; Briley et al., 2015; Hildebrandt et
al., 2016) to provide a nonparametric picture of age-trends in the key outcomes considered in this report (see
participants section for details). The use of LOSEM is similar to the use of LOESS plots as an extension of
regression analysis (Cleveland & Devlin, 1988). We fit locally weighted models with different focal ages from age
8 to 18 years in .1 increments. For example, when a model with age 8 years is the focal age, data near age 8
years is weighted most strongly, and data near age 18 years is weighted less strongly. Importantly, all models
make full use of the entire dataset, and no arbitrary subsetting of the data is necessary. We chose 18 years as the
upper bound of our analysis frame because very few observations with age greater than 18 were included in the
dataset, and we did not want to extrapolate beyond our data coverage. All personality measures were
standardized relative to the full sample mean and standard deviation to provide a more intuitive metric, and only
for these models, the variables were not ipsatized to maintain the between-person metric of the scales.

To examine if more advanced pubertal development is associated with lower personality maturity, especially in
early adolescence, we first examined associations between pubertal hormones and the Big Five personality
dimensions, including hormone by sex interactions. To examine whether the associations were stronger in early
adolescence than in later adolescence, we again estimated nonparametric LOSEM. In these models, effects of
pubertal hormone concentrations, as well as interactions between pubertal hormone concentrations and sex,
were tested for separate points across the age range in the sample (ages 8 to 18, with .1 year intervals). Given
the marked discontinuities of pubertal development in this age range, we anticipated that nonlinear trends may be
found. Next, we examined associations between self-reported pubertal development and Big Five personality
dimensions. Sex and self-reported pubertal development by sex interactions were included in this model. To
examine pubertal development by age interactions, we estimated regression models including linear and
quadratic effects of age and pubertal development status by age interaction. It is important to note that including
main effects of age necessarily changes the interpretation of the pubertal development status to mean pubertal
development status relative to same-age peers, or “pubertal timing” (Marshall & Tanner, 1969). Therefore, for
both the hormone concentrations and the pubertal development status, we also report results of models that do
not include age. Finally, to examine whether pubertal hormones and pubertal development status derived from
physical characteristics were uniquely associated with the personality dimensions, we included all variables in a
single model.

All models were estimated in Mplus Version 7.31 (Muthén & Muthén, 1998–2015), with estimation type = complex
to account for the nested structure of the data with individual twins nested within families. Missing data were
handled using the WLSMV estimator. To deal with the left-censoring in the hormone variables, because of the
samples that did not reach the lower limit of detection, we estimated Tobit regression models. These models
controlled for the year hair samples were analyzed, as well as race of the participant. The Benjamini-Hochberg
procedure was applied simultaneously to all regression coefficients tested in all the models to correct for
increased false discovery rate due to multiple testing, using a spreadsheet available online
(www.biostathandbook.com). The false discovery rate was set to .05.

http://www.biostathandbook.com/

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Results

Evidence for Disruption of Personality Maturation
We expected that mean-levels of agreeableness, conscientiousness, and neuroticism, would show temporary
dips in typical maturational trends. Figure 1 plots mean-level trends of the Big Five dimensions, separately for
boys and girls. The cross-sectional evidence for agreeableness and conscientiousness was largely consistent
with the temporary disruption in early adolescence of the normative trend toward a more mature personality. For
girls, mean-levels of agreeableness and conscientiousness increased with increasing age up until age 10 but
decreased between age 10 and age 14. For boys, the trends in agreeableness were similar to those for girls but
lagged about a year behind. Rather than first increasing, conscientiousness already decreased from age 8 for
boys. For both boys and girls, mean-level trends for agreeableness and conscientiousness turned positive
between age 14 and 16, with the upturn for boys lagging about a year behind that of girls. For neuroticism, we did
not find that the association with age temporarily changed direction. Rather, levels increased across the entire
age range for girls, increasing roughly .4 SDs, whereas for boys, levels decreased across the entire age range.

Figure 1. Note. All variables were standardized relative to the full sample mean and standard deviation and were
not ipsatized.

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Mean levels of extraversion increased up to around age 11 for both boys and girls and then decreased across the
rest of the age range for boys but started increasing again around age 16 for girls. Mean levels of openness
increased up to age 12 for both boys and girls. After age 12, levels of openness decreased with age, with 16 to
18 year-old children at similar levels as 8 year-olds. Importantly, these age-trends are based on cross-sectional
data, and therefore, we cannot make any inferences about change or longitudinal trajectories.

Pubertal Development and Adolescent Personality
Pubertal Hormones

To examine associations between pubertal development and personality, we first examined associations between
the five personality dimensions and pubertal hair hormones, see Table 1. In line with expectations, higher
concentrations of DHEA were related to lower levels of conscientiousness for both boys and girls. However,
concentrations of DHEA were unrelated to agreeableness and neuroticism. Unexpectedly, DHEA was also related
to lower openness to experience. Progesterone and testosterone were unrelated to the personality dimensions.
There were no significant sex by hormone interactions.

Results From the Regression Analyses Predicting the Big Five Dimensions by Pubertal Hormones, Sex, and
Their Interaction (n = 1793)

To examine whether the hormonal effects were especially pronounced across early adolescence, we estimated
LOSEM models. Figure 2 presents these results for each of the Big Five dimensions and pubertal hormones. In
these graphs, the y-axis reflects the correlation between a personality dimension and pubertal hormone. The x-
axis reflects age, from 8 to 18 years. The age-trends were estimated separately for male and female participants.

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Figure 2. Note. The y-axis reflects the effect size, which is a correlation coefficient. The x-axis reflects age from 8
to 18 years. The first column displays results for testosterone. The second column displays results for

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progesterone. The third column displays results for DHEA. E = extraversion; A = agreeableness; C =
conscientiousness; N = neuroticism; O = openness.

DHEA showed the most heterogeneity in terms of associations with personality. Overall, we did not find that
effects were most pronounced in early adolescence. For girls, near zero negative correlations were found across
all of the Big Five, across the entire age range. For males, on the other hand, relatively larger positive
associations (r ∼ .15) with DHEA were found for extraversion, agreeableness, conscientiousness, and openness
across early adolescence. For each of these dimensions, the positive association slowly faded, reaching zero by
approximately age 13. Near the upper limit of the observed age range, negative associations were found with
relatively large magnitudes (r ∼ −.2). Rather than being more pronounced (and negative) in early adolescence
than at later ages, effects were approximately equally strong, but in the opposite direction. Effects for boys were
also in the opposite direction as expected in early adolescence, with higher DHEA concentrations associated with
higher agreeableness and conscientiousness during this time. For neuroticism, there was a near zero effect for
boys until age 14, with an increasing effect from then onward.

In line with expectations, testosterone was negatively associated with conscientiousness (r ∼ −.1) and
agreeableness (r ∼ −.07), and positively associated with neuroticism (r ∼ .1) among males. For neuroticism,
effects were indeed stronger in early adolescence, decreasing in magnitude to zero by approximately age 16. The
effects for conscientiousness and agreeableness were not stronger at earlier ages but remained quite stable
across the entire age range. Results were similar for extraversion. Openness was the only personality dimension
to show an opposite pattern, with a null relation at early ages and a positive association of approximately .1 by
late adolescence. As expected, we found fewer associations with testosterone for girls. For girls, testosterone
was positively correlated (r ∼ .1) with extraversion and openness at early ages, with these associations shifting to
essentially null by age 14. All other associations were essentially null across the age range for them.

Turning toward progesterone, most of the associations were essentially flat and null across the age range. The
most prominent age trend for females was in line with expectations: the association between progesterone and
conscientiousness strengthened modestly across early adolescence, from a null association at early ages to −.1
by age 14. The association increased toward zero again across later ages. For agreeableness, there was a small
negative association with agreeableness up to age 14, with this effect increasing to essentially null by age 17.
Although associations were also mostly null for boys, the strongest association between progesterone and
adolescent personality occurred for boys rather than girls. Progesterone was negatively correlated with male
neuroticism at early ages (r ∼ −.15), shifting slowly to a null relation by age 14.

Self-Reported Pubertal Development

Next, we investigated associations between self-reported pubertal development and the five personality
dimensions. Results indicated that more advanced self-reported pubertal development predicted lower levels of
extraversion, agreeableness, conscientiousness, and openness, see Table 2. For neuroticism, there was an
interaction between self-reported pubertal development and sex, indicating that more advanced pubertal
development was related to lower levels of neuroticism for boys (b (SE) = −.21(.04), p < .000) but was unrelated to neuroticism for girls (b (SE) = .01(.03), p = .716).

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Results From the Regression Analyses Predicting the Big Five Dimensions by Self-Reported Pubertal
Development, Sex, and Their Interaction (n = 1727)

To examine whether associations were stronger in early than late adolescence, we included interactions with age,
including linear and quadratic main effects of age. To accomplish this, self-reported pubertal development was
first residualized for linear and quadratic age effects, with the residuals included in the models. For estimated
coefficients, see Table 3. Self-reported pubertal development status did not interact with age or sex in predicting
any of the Big Five personality dimensions. As we had to control for main effects of age, the interpretation of the
pubertal development status variable now changed to pubertal development relative to same age peers, or
pubertal timing. Pubertal timing was related to lower levels of agreeableness and conscientiousness, as well as
extraversion.

Results From the Regression Analyses Predicting the Big Five Dimensions by Pubertal Timing (i.e. Self-Reported
Pubertal Development, Controlling for Age), Sex, and Their Interaction (n = 1727)

Unique Effects of Self-Reported Pubertal Development and Hormones
Finally, we examined unique effects of self-reported pubertal development (again residualized for age effects,
thus representing pubertal timing) and pubertal hormones by including both predictors in the same model (see
Table 4). In this model, the associations between self-reported pubertal development and lower agreeableness
and conscientiousness remained approximately equally strong. Higher levels of DHEA relative to same-age peers
were associated with lower openness but slightly less strongly so than in the model that did not include self-
reported pubertal development and age. The association of concentrations of DHEA with conscientiousness
decreased by about a third and was no longer significant. The association between self-reported pubertal
development and extraversion that was found in the model not including the hormones decreased by about half
and was no longer significant.

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Results From the Regression Analyses Predicting the Big Five Dimensions by Pubertal Hormones, Sex, Age, and
Their Interaction (n = 1793)

Discussion

The main aim of this study was to examine whether pubertal development may explain a temporary disruption of
maturation of Big Five personality characteristics in early adolescence. Mean-level age trends for the Big Five
traits in the Texas Twin Project were in line with a disruption of personality maturation in early adolescence, with
higher levels of conscientiousness and agreeableness for older children until around age 10, lower levels for
children up until age 14, and again higher levels for older children thereafter. For neuroticism, older girls had
higher levels than younger girls across the entire age range, whereas older boys had lower levels than younger
boys across the entire age range. We found some evidence for negative associations with higher levels of
hormonal concentrations, in line with these mean-level trends, for conscientiousness only. More advanced self-
reported pubertal development and earlier pubertal timing were related to lower levels of both conscientiousness
and agreeableness for both boys and girls. These associations were not stronger in early adolescence relative to
later adolescence. Overall, all associations were relatively small in magnitude. Taken as a whole, pubertal
development may explain some portion of the dip in personality maturation due to the mean-level increases in
pubertal hormones during the age period, but there are likely many other contributing factors.

Pubertal Development and Personality Maturation
Similar to several previous studies (Göllner et al., 2017; Luan et al., 2017; Soto et al., 2011; Van den Akker et al.,
2014), we found temporary lower levels of conscientiousness and agreeableness in early adolescents for both
boys and girls and higher levels of neuroticism for older girls across the whole of adolescence. It has been
suggested that these changes are partly explained by hormonal changes associated with pubertal development
(Soto & Tackett, 2015). For conscientiousness we indeed found some evidence for this possibility. First, the
regression models indicated a negative association between DHEA and conscientiousness. Examination of
nonlinear trends for this association indicated that this effect was the same at all ages for girls, but not for boys.
According to the LOSEM results (see Figure 2), for boys, DHEA was positively associated with conscientiousness
up to age 13, and the effect became negative thereafter. This would indicate that lower conscientiousness in early
adolescence could be partly explained by DHEA increases for girls, but not for boys. Importantly, the parametric

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results (see Table 1) did not indicate that the DHEA by gender interaction was statistically significant after our
correction for multiple testing (p = .042), and therefore, these novel findings should be replicated in an
independent sample prior to interpreting strongly. Most similar to our current finding, an investigation of the
related personality characteristic of constraint (a trait that can be considered a combination of conscientiousness
and openness to experience) in association to pubertal development status reported a similar moderation by sex
(Schissel et al., 2011).

With regard to the other hormones, we also found some evidence pointing to associations with lower
conscientiousness in early adolescence. Whereas the regression models did not indicate significant associations
between conscientiousness and testosterone or progesterone, the LOSEM models showed a small negative
effect of progesterone on conscientiousness for girls, and a negative effect of testosterone on conscientiousness
for boys, that became less strong from mid-adolescence onward.

Findings regarding the association with conscientiousness could be explained by decreased cognitive control that
has been posited as one of the effects of pubertal hormones on functional brain development, through effects on
activity in areas in the frontal and parietal cortex (Luna, 2009). However, it should be noted that a recent review of
the literature indicates that there is less support for a link of pubertal hormone concentrations with neural
activation related to cognitive control processes than with neural activation related to perspective taking and
sensitivity to reward for instance, as most studies on cognitive control processes have reported null findings
(Vijayakumar et al., 2018). An alternative explanation for the association between DHEA and conscientiousness
is that it is due to the changes in physical characteristics as a result of pubertal development. A more mature
appearance may result in expectations of mature behavior (e.g., more planful and organized) increasing more
quickly than adolescents underlying capabilities, or a maturation disparity effect (Denissen et al., 2013). This
interpretation is in line with our finding that self-reported pubertal development based on physical characteristics
was also associated with lower conscientiousness, and that the association with DHEA disappeared in the model
including self-reported pubertal development.

With regard to agreeableness, we did not find associations between pubertal hormones and lower agreeableness
in the regression models. We did find that more advanced self-reported pubertal development was related to
lower levels of agreeableness, again pointing to the possibility of a maturation disparity effect. Interestingly,
perhaps the most expected association, that is, an association between puberty and neuroticism for girls, was the
only one that we did not find any evidence at all for. Based on findings that link depression in adolescent girls to
pubertal development (Joinson et al., 2012; Lewis et al., 2018), a link with neuroticism could be expected, as
neuroticism represents a trait disposition to experience negative affect such as depressed mood (Widiger &
Oltmanns, 2017). However, we did not find an association between pubertal hormones and neuroticism for either
boys or girls, nor did we find an association between self-reported pubertal development and neuroticism for girls.
We did find an association between self-reported pubertal development and neuroticism, but for boys only, with
more advanced pubertal developmental status associated with lower (rather than higher) levels of neuroticism.
This association was no longer significant when we controlled for age, which may indicate either that this effect is
not especially strong for earlier maturing boys or that it merely reflects the overall age trends of decreasing
neuroticism for boys. Replication of this unexpected finding is needed. A previous study that also found
decreasing levels of neuroticism for boys did not find an effect of self-reported pubertal development for either
boys or girls (Canals et al., 2005).

We also examined links between pubertal development and extraversion and openness to experience. Self-
reported pubertal development was related to lower extraversion, whereas hormonal concentrations were not.
Interestingly, the most robust association between pubertal hormone concentrations and any of the personality
dimensions was found for DHEA and openness to experience. This association was the only one that remained

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after controlling for self-reported pubertal development. Unexpectedly, both higher concentrations of DHEA and
more advanced self-reported pubertal development were associated with lower openness to experience. The
main links of pubertal hormones to behavioral tendencies that have been proposed to date, such as increased
sensitivity to reward and increased perspective taking (Vijayakumar et al., 2018), would suggest links to higher
rather than lower openness to experience. The LOSEM models showed that the association was actually quite
different for boys and girls: For boys, DHEA was positively associated with openness across early adolescence
and only became negative from mid-adolescence onward. For girls, the association was essentially null but
slightly negative across the entire age range.

As we examined interactions with age, we controlled for main effects of age. Separating effects of puberty from
age effects is problematic as they are highly confounded. Controlling for age effects changes the interpretation of
the pubertal development status variable to pubertal development relative to same age peers, or pubertal timing
(Marshall & Tanner, 1969). Earlier pubertal timing is also proposed to have negative consequences for adolescent
development due to a maturation disparity effect (Ge & Natsuaki, 2009; Harden, 2014). Results indicated that
earlier self-reported pubertal timing was related to lower levels of extraversion, agreeableness, and
conscientiousness. When examining unique effects of pubertal timing indexed by self-report and by pubertal
hormone concentrations, earlier self-reported pubertal timing was related to lower levels of conscientiousness
and agreeableness, and higher concentrations of DHEA relative to same age peers were uniquely predictive of
lower levels of openness. These associations were all similar for boys and girls. These findings are in line with a
large body of evidence indicating that early maturation is equally associated with risk for adjustment problems in
boys and girls (Ullsperger & Nikolas, 2017).

Effects of Pubertal Development by Age and Sex
We hypothesized that pubertal hormones would be more strongly related to the personality dimensions in early
adolescence than in later adolescence, as adolescents may adapt to the changes over time. We did not find any
pubertal hormone by age interactions in our regression models, and the LOSEM models also did not provide
much evidence for these types of effects. For testosterone, three out of 10 associations showed this type of
effect, and one association showed the opposite effect (i.e. the association becoming stronger over time). For
progesterone, one association of this type was found, as well as one association in the opposite direction. The
LOSEM models showed similar sex by age trends for associations between DHEA and all the personality
dimensions except neuroticism, with positive associations becoming negative for boys, and quite stable, slightly
negative associations for girls. Replicating this finding in an independent sample would be desirable. Interestingly,
a previous investigation of mean-level changes in DHEA in this sample (Grotzinger et al., 2018) showed that
mean levels of DHEA were more stable for boys than for girls up to mid-adolescence. Findings of the present
study indicate that even though mean levels were more stable for boys, the association of higher concentrations
of these hormones with all personality dimensions except neuroticism changed from positive to negative for them.
Additionally, although mean levels were increasing for girls, the effect of higher concentrations was quite stable
for them. This could indicate that the adolescent habituates to the rising DHEA concentrations, such that DHEA
only produces the same effects if concentrations increase (and effects decrease when concentrations remain
stable). For future studies into DHEA concentrations in youth, these findings indicate that, although adrenarche is
marked by a rise in DHEA for both boys and girls, it is still important to examine associations for boys and girls
separately.

Strengths and Limitations
The present study has several strengths. First, the large sample size ensures power to detect the small effects
that can be expected for hormone-personality associations. Second, the Texas Twin Project was designed to
maximize representativeness with regards to socioeconomic status and ethnicity, with 40% of participants having
an ethnic minority status (Harden et al., 2013). Third, we examined both concentrations of three pubertal

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hormones as well as self-reports of pubertal development simultaneously, allowing us to investigate their unique
effects. Fourth, the broad age range spanning 8 to 18 years allowed us to investigate whether puberty and
personality associations differ across ages. Related to this, LOSEM modeling allowed us to examine nonlinear
trends in the puberty–personality interactions across ages. In addition to these strengths, it should be noted that
the study is limited by its cross-sectional nature. To disentangle pubertal development from more general age
effects, we controlled for age. However, doing so necessarily changes the interpretation of the pubertal
development variables to indices of pubertal timing. A longitudinal study would allow for further disentangling of
these effects, as well as examination of whether pubertal development is associated with personality
development within persons over time. Additionally, we did not include estradiol in the current investigation, a
pubertal hormone that drives important pubertal changes in girls and also increases in boys during this phase
(Bidlingmaier et al., 1973). A recent review provides evidence for the notion that this long overlooked hormone
may be critically implicated in the development of cognitive brain structures and function (Beltz & Moser, 2020).
Further, even though our sample size was quite large by conventional standards, complex nonlinear interaction
models place high demands on the data. It is important to replicate these findings in an independent sample prior
to strongly interpreting the age-moderation results. Additionally, results from twin samples may not generalize to
samples of singletons, as twins are more often born prematurely and at low birth weight for instance, which may
impact their further development. With regards to behavioral problem development for instance, there is some
evidence of differences in internalizing, but not externalizing, problems emerging by adolescence (Robbers et al.,
2010). At the same time, twins and singletons do not differ substantially on numerous measures of personality
(Johnson et al., 2002), which implies the current results likely generalize. Finally, it should be noted that we
included only self-reports of personality. Although self-reports provide access to the stable patterns of thoughts
and affect that are an important part of personality and that are mostly internal to the person, other-reports (e.g.,
parent-, teacher-, or peer-reports) may provide an interesting additional perspective, especially with regards to
the behavioral component of personality.

Conclusion
This study investigated associations of pubertal hormone concentrations and self-reported pubertal development
to the Big Five personality dimensions across adolescence. We found evidence for a temporary decline in
maturation in mean-level trends of conscientiousness, agreeableness, and neuroticism for girls. For
conscientiousness and agreeableness, we found some evidence for small effects of pubertal development that
could explain these mean-level trends. Overall there were more associations between the personality dimensions
and self-reported pubertal development than with pubertal hormone concentrations. Further research is
necessary to examine whether neural development and expectations of more mature behavior from the
environment are indeed mechanisms that may explain these associations.

Overall, results of this study do not point to pubertal development as the main factor in explaining the dip in
personality maturation in adolescence. The adolescent social and biological environment is perhaps the most
complex in human development, and a comprehensive biopsychosocial model of the “maturity dip” in personality
development may include many causal factors of small effect. Other factors that may for instance play a role, in
addition to other hormones such as estradiol, are experiences of stress associated with the transitions that
children go through during this time, such as transitioning to secondary education and needing to make new
friends. Stressful life events have previously been shown to predict decreases in conscientiousness,
agreeableness, and increases in neuroticism in adults (Hutteman et al., 2014), and the experience of stress may
also play a role for adolescents. The large sample in the current study sheds light on one piece of the puzzle by
highlighting the small effect of both self-reported pubertal development and pubertal hormones on personality
development and how these associations vary with age.

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Harden, K. P. (2014). Genetic influences on adolescent sexual behavior: Why genes matter for environmentally
oriented researchers. Psychological Bulletin, 140(2), 434–465. 10.1037/a0033564

Harden, K. P., Mann, F. D., Grotzinger, A. D., Patterson, M. W., Steinberg, L., Tackett, J. L., & Tucker-Drob, E. M.
(2018). Developmental differences in reward sensitivity and sensation seeking in adolescence: Testing sex-
specific associations with gonadal hormones and pubertal development. Journal of Personality and Social
Psychology, 115(1), 161–178. 10.1037/pspp0000172

Harden, K. P., Tucker-Drob, E. M., & Tackett, J. L. (2013). The Texas twin project. Twin Research and Human
Genetics, 16(1), 385–390. 10.1017/thg.2012.97

Havelock, J. C., Auchus, R. J., & Rainey, W. E. (2004). The rise in adrenal androgen biosynthesis: Adrenarche.
Seminars in Reproductive Medicine, 22(4), 337–347. 10.1055/s-2004-861550

Hildebrandt, A., Lüdtke, O., Robitzsch, A., Sommer, C., & Wilhelm, O. (2016). Exploratory factor model
parameters across continuous variables with local structural equation models. Multivariate Behavioral Research,
51(2–3), 257–258. 10.1080/00273171.2016.1142856

1/4/2021 EBSCOhost

https://web-a-ebscohost-com.ezp.waldenulibrary.org/ehost/delivery?sid=45b9963e-8f0c-454b-920c-72f4ff4f9038%40sessionmgr4008&vid=1&Retur… 20/22

Hiort, O. (2002). Androgens and puberty. Best Practice & Research Clinical Endocrinology & Metabolism: Clinical
and Experimental, 16(1), 31–41. 10.1053/beem.2002.0178

Hopwood, C. J., Donnellan, M. B., Blonigen, D. M., Krueger, R. F., McGue, M., Iacono, W. G., & Burt, S. A.
(2011). Genetic and environmental influences on personality trait stability and growth during the transition to
adulthood: A three wave longitudinal study. Journal of Personality and Social Psychology, 100(3), 545–556.
10.1037/a0022409

Hutteman, R., Bleidorn, W., Keresteš, G., Brković, I., Butković, A., & Denissen, J. J. A. (2014). Reciprocal
associations between parenting challenges and parents’ personality development in young and middle adulthood.
European Journal of Personality, 28(2), 168–179. 10.1002/per.1932

John, O. P., Naumann, L. P., & Soto, C. J. (2008). Paradigm shift to the integrative Big-Five trait taxonomy:
History, measurement, and conceptual issues. In O. P.John, R. W.Robins, & L. A.Pervin (Eds.), Handbook of
personality: Theory and research (pp. 114–158). Guilford Press.

John, O. P., & Srivastava, S. (1999). The Big-Five trait taxonomy: History, measurement, and theoretical
perspectives. In L. A.Pervin & O. P.John (Eds.), Handbook of personality: Theory and research (Vol. 2, pp. 102–
138). Guilford Press.

Johnson, W., Krueger, R. F., Bouchard, T. J., Jr., & McGue, M. (2002). The personalities of twins: Just ordinary
folks. Twin Research and Human Genetics, 5(2), 125–131. 10.1375/twin.5.2.125

Joinson, C., Heron, J., Araya, R., Paus, T., Croudace, T., Rubin, C., Marcus, M., & Lewis, G. (2012). Association
between pubertal development and depressive symptoms in girls from a U. K. cohort. Psychological Medicine,
42(12), 2579–2589. 10.1017/S003329171200061X

Kawamoto, T., & Endo, T. (2019). Sources of variances in personality change during adolescence. Personality
and Individual Differences, 141, 182–187. 10.1016/j.paid.2019.01.018

Lewis, G., Ioannidis, K., Van Harmelen, A., Neufeld, S., Stochl, J., Lewis, G., Jones, P. B., & Goodyer, I. (2018).
The association between pubertal status and depressive symptoms and diagnoses in adolescent females: A
population-based cohort study. PLoS ONE, 13(6), Article e0198804. 10.1371/journal.pone.0198804

Luan, Z., Hutteman, R., Denissen, J. J. A., Asendorpf, J. B., & Van Aken, M. A. G. (2017). Do you see my
growth? Two longitudinal studies on personality development from childhood to young adulthood from multiple
perspectives. Journal of Research in Personality, 67, 44–60. 10.1016/j.jrp.2016.03.004

Luna, B. (2009). Developmental changes in cognitive control through adolescence. Advances in Child
Development and Behavior, 37, 233–278. 10.1016/S0065-2407(09)03706-9

Mann, F. D., Engelhardt, L., Briley, D. A., Grotzinger, A. D., Patterson, M. W., Tackett, J. L., Strathan, D. B.,
Heath, A., Lynskey, M., Slutske, W., Martin, N. G., Tucker-Drob, E. M., & Harden, K. P. (2017). Sensation seeking
and impulsive traits as personality endophenotypes for antisocial behavior: Evidence from two independent
samples. Personality and Individual Differences, 105, 30–39. 10.1016/j.paid.2016.09.018

Marshall, W. A., & Tanner, J. M. (1969). Variations in pattern of pubertal changes in girls. Archives of Disease in
Childhood, 44, 291–303. 10.1136/adc.44.235.291

1/4/2021 EBSCOhost

https://web-a-ebscohost-com.ezp.waldenulibrary.org/ehost/delivery?sid=45b9963e-8f0c-454b-920c-72f4ff4f9038%40sessionmgr4008&vid=1&Retur… 21/22

Moffitt, T. E. (1993). Adolescence-limited and life-course-persistent antisocial behavior: A developmental
taxonomy. Psychological Review, 100, 674–701. 10.1037/0033-295X.100.4.674

Muthén, L. K., & Muthén, B. O. (1998–2015). Mplus user’s guide (7th ed.).

Olweus, D., Mattsson, A., Schalling, D., & Low, H. (1980). Testosterone, aggression, physical, and personality
dimensions in normal adolescent males. Psychosomatic Medicine, 42, 253–269. 10.1097/00006842-198003000-
00003

Petersen, A. C., Crockett, L., Richards, M., & Boxer, A. (1988). A self-report measure of pubertal status:
Reliability, validity, and initial norms. Journal of Youth and Adolescence, 17, 117–133. 10.1007/BF01537962

Robbers, S. C. C., Bartels, M., Van Oort, F. V. A., Van Beijsterveldt, C. E. M., Van der Ende, J., Verhulst, F. C.,
Boomsma, D. I., & Huizink, A. C. (2010). A twin-singleton comparison of developmental trajectories of
externalizing and internalizing problems in 6- to 12-year-old children. Twin Research and Human Genetics, 13(1),
79–87. 10.1375/twin.13.1.79

Roberts, B. W., Walton, K. E., & Viechtbauer, W. (2006). Patterns of mean-level change in personality traits
across the life course: A meta-analysis of longitudinal studies. Psychological Bulletin, 132(1), 1–25.
10.1037/0033-2909.132.1.1

Roberts, B. W., Wood, D., & Smith, J. L. (2005). Evaluating Five Factor Theory and social investment
perspectives on personality trait development. Journal of Research in Personality, 39(1), 166–184.
10.1016/j.jrp.2004.08.002

Rowe, R., Maughan, B., Worthman, C. M., Costello, E. J., & Angold, A. (2004). Testosterone, antisocial behavior,
and social dominance in boys: Pubertal development and biosocial interaction. Biological Psychiatry, 55(5), 546–
552. 10.1016/j.biopsych.2003.10.010

Schissel, A. M., Olson, E. A., Collins, P. F., & Luciana, M. (2011). Age-independent effects of pubertal status on
behavioral constraint in healthy adolescents. Personality and Individual Differences, 51(8), 975–980.
10.1016/j.paid.2011.08.001

Shiner, R., & Caspi, A. (2003). Personality differences in childhood and adolescence: Measurement,
development, and consequences. Journal of Child Psychology and Psychiatry, 44(1), 2–32. 10.1111/1469-
7610.00101

Shirtcliff, E. A., Dahl, R. E., & Pollak, S. D. (2009). Pubertal development: Correspondence between hormonal
and physical development. Child Development, 80(2), 327–337. 10.1111/j.1467-8624.2009.01263.x

Soto, C. J., John, O. P., Gosling, S. D., & Potter, J. (2008). The developmental psychometrics of Big Five self-
reports: Acquiescence, factor structure, coherence, and differentiation from ages 10 to 20. Journal of Personality
and Social Psychology, 94(4), 718–737. 10.1037/0022-3514.94.4.718

Soto, C. J., John, O. P., Gosling, S. D., & Potter, J. (2011). Age differences in personality traits from 10 to 65: Big
Five domains and facets in a large cross-sectional sample. Journal of Personality and Social Psychology, 100(2),
330–348. 10.1037/a0021717

Soto, C. J., & Tackett, J. L. (2015). Personality traits in childhood and adolescence: Structure, development and
outcomes. Current Directions in Psychological Science, 24(5), 358–362. 10.1177/0963721415589345

1/4/2021 EBSCOhost

https://web-a-ebscohost-com.ezp.waldenulibrary.org/ehost/delivery?sid=45b9963e-8f0c-454b-920c-72f4ff4f9038%40sessionmgr4008&vid=1&Retur… 22/22

Tackett, J. L. (2006). Evaluating models of the personality-psychopathology relationship in children and
adolescents. Clinical Psychology Review, 26(5), 584–599. 10.1016/j.cpr.2006.04.003

Toffoletto, S., Lanzenberger, R., Gingnell, M., Sundström-Poromaa, I., & Comasco, E. (2014). Emotional and
cognitive functional imaging of estrogen and progesterone effects in the female human brain: A systematic
review. Psychoneuroendocrinology, 50, 28–52. 10.1016/j.psyneuen.2014.07.025

Treloar, S. A., Heath, A. C., & Martin, N. G. (2002). Genetic and environmental influences on premenstrual
symptoms in an Australian twin sample. Psychological Medicine, 32(1), 25–38. 10.1017/S0033291701004901

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Testosterone, physical aggression, dominance, and physical development in early adolescence. International
Journal of Behavioral Development, 22(4), 753–777. 10.1080/016502598384153

Ullsperger, J. M., & Nikolas, M. A. (2017). A meta-analytic review of the association between pubertal timing and
psychopathology in adolescence: Are there sex differences in risk?Psychological Bulletin, 143(9), 903–938.
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parenting. Journal of Personality and Social Psychology, 107(4), 736–750. 10.1037/a0037248

Van den Akker, A. L., Deković, M., & Prinzie, P. (2010). Transitioning to adolescence: How changes in child
personality and overreactive parenting predict adolescent adjustment problems. Development and
Psychopathology, 22(1), 151–163. 10.1017/S0954579409990320

Vijayakumar, N., Op de Macks, Z., Shirtcliff, E. A., & Pfeifer, J. H. (2018). Puberty and the human brain: Insights
into adolescent development. Neuroscience and Biobehavioral Reviews, 92, 417–436.
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Whittle, S., Simmons, J. G., Byrne, M. L., Strikwerda-Brown, C., Kerestes, R., Seal, M. L., Olsson, C. A.,
Dudgeon, P., Mundy, L. K., Patton, G. C., & Allen, N. B. (2015). Associations between early adrenarche, affective
brain function and mental health in children. Social Cognitive and Affective Neuroscience, 10(9), 1282–1290.
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public health implications. World Psychiatry, 16(2), 144–145. 10.1002/wps.20411

Submitted: November 26, 2019 Revised: October 12, 2020 Accepted: November 1, 2020

This publication is protected by US and international copyright laws and its content may not be copied without the
copyright holders express written permission except for the print or download capabilities of the retrieval software
used for access. This content is intended solely for the use of the individual user.

Source: Developmental Psychology. Vol. 57. (1), Jan, 2021 pp. 60-72)
Accession Number: 2020-99409-002
Digital Object Identifier: 10.1037/dev0001135

**THIS

DISCUSSION IS DIVIDE IN TWO PARTS

–

1.

MAIN DISCUSSION POST BY

TUESDAY

01/05/2021

BEFORE

8

:00 PM EST

2.

TWO REPLIES BY FRIDAY 01/0

8

/2021 BEFORE 8:00 PM EST

Discussion: Using the Walden Lib

r

ary

Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use resea

rch

literature to explore ideas, guide your thinking, and gain new insights. As you

search the research literature, it is important to use

resources that are peer

–

reviewed and from scholarly journals. You may already have some favorite online resources and databases

that you use or have found useful in the past. For this Discussion, you e

xplore databases available through the Walden Library.

To Prepare:

·

Review the information presented in the Learning Resources for using the Walden Library, searching the databases, and

evaluating online resources.

·

Begin searching for a peer

–

reviewed articl

e that pertains to your practice area and interests you.

Post

 

the following:

Using proper APA formatting, cite the peer

–

reviewed article you selected that pertains to your practice area and is of particular interest

to you and identify the database that y

ou used to search for the article. Explain any difficulties you experienced while searching for this

article. Would this database be useful to your colleagues? Explain

why

or why not.

Would you recommend this database? Explain

why or why not.

**Use at leas

t 3 references**

1.

Step 1

–

Sea

r

ch for letter “P”

for Psychiatry

–

area of interest, found:

PsycINFO

The largest resource devoted to scholarly peer

–

reviewed literature in the behavioral sciences and mental he

alth. Also

includes book chapters, books, dissertations, and all content from PsycARTICLES (American Psychological Association

journals).

2. Step 2 – General Search – no specific fields

3. Step 3 – Found # 7

APA

(American Psychological Assoc.)

References

Van den Akker, A. L., Briley, D. A., Grotzinger, A. D., Tackett, J. L., Tucker-Drob, E. M., & Harden, K. P. (2021). Adolescent Big Five personality and pubertal development: Pubertal hormone concentrations and self-reported pubertal status. Developmental Psychology, 57(1), 60–72. https://doi-org.ezp.waldenulibrary.org/10.1037/dev0001135

**THIS DISCUSSION IS DIVIDE IN TWO PARTS

–

1.

MAIN DISCUSSION POST BY
TUESDAY
01/05/2021

BEFORE 8:00 PM EST

2.

TWO REPLIES BY FRIDAY 01/0
8
/2021 BEFORE 8:00 PM EST

Discussion: Using the Walden Library

Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use resea
rch
literature to explore ideas, guide your thinking, and gain new insights. As you
search the research literature, it is important to use
resources that are peer
–
reviewed and from scholarly journals. You may already have some favorite online resources and databases
that you use or have found useful in the past. For this Discussion, you e
xplore databases available through the Walden Library.

To Prepare:

·

Review the information presented in the Learning Resources for using the Walden Library, searching the databases, and
evaluating online resources.

·

Begin searching for a peer
–
reviewed articl
e that pertains to your practice area and interests you.

Post

the following:

Using proper APA formatting, cite the peer
–
reviewed article you selected that pertains to your practice area and is of particular interest
to you and identify the database that y
ou used to search for the article. Explain any difficulties you experienced while searching for this
article. Would this database be useful to your colleagues? Explain why

or why not.

Would you recommend this database? Explain

why
or why not.

**Use at leas
t 3 references**

1.

Step 1

–

Sea
r
ch for letter “P”
for Psychiatry
–

area of interest, found:

PsycINFO

The largest resource devoted to scholarly peer
–
reviewed literature in the behavioral sciences and mental he
alth. Also
includes book chapters, books, dissertations, and all content from PsycARTICLES (American Psychological Association
journals).

**THIS DISCUSSION IS DIVIDE IN TWO PARTS –

1. MAIN DISCUSSION POST BY TUESDAY 01/05/2021 BEFORE 8:00 PM EST

2. TWO REPLIES BY FRIDAY 01/08/2021 BEFORE 8:00 PM EST

Discussion: Using the Walden Library

Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use research

literature to explore ideas, guide your thinking, and gain new insights. As you search the research literature, it is important to use

resources that are peer-reviewed and from scholarly journals. You may already have some favorite online resources and databases

that you use or have found useful in the past. For this Discussion, you explore databases available through the Walden Library.

To Prepare:

 Review the information presented in the Learning Resources for using the Walden Library, searching the databases, and

evaluating online resources.

 Begin searching for a peer-reviewed article that pertains to your practice area and interests you.

Post the following:

Using proper APA formatting, cite the peer-reviewed article you selected that pertains to your practice area and is of particular interest

to you and identify the database that you used to search for the article. Explain any difficulties you experienced while searching for this

article. Would this database be useful to your colleagues? Explain why or why not. Would you recommend this database? Explain why

or why not.

**Use at least 3 references**

1. Step 1 – Search for letter “P” for Psychiatry – area of interest, found:

PsycINFO The largest resource devoted to scholarly peer-reviewed literature in the behavioral sciences and mental health. Also

includes book chapters, books, dissertations, and all content from PsycARTICLES (American Psychological Association

journals).

INTRUCTIONS

REPLY

#

1

Respon

d

 

to

your colleague

posts by offering suggestions/strategies for working with this database

from your own experience, or offering ideas for using alternative resources

.

*

Use

at least 2 references*

Katie Baunach

My area of interest after becoming a nurse practitioner is aesthetics. An aesthetic nurse practitioner

is a

nurse practitioner who specializes in improving people’s appearance through cosmetic medical procedures

such as Botox, other dermal fillers, laser treatments, and many more. I chose to use the school library to find

an article related to this issue.

My experience was not the best. After accessing the online library at Walden, I

typed in my area of interest into the search bar and got zero results. I decided to try and change the database.

That did not help. I decided to search all databases and again

nothing came back to me. Things went on like

this for a while and then all of a sudden, some article options finally popped up. Why this happened or what I

did differently I could not tell you. I clicked on the desired article only to find that the full t

ext was not

available until I registered on this outside cite. I decided to register because it was free, and I wanted to finally

get to the article. After registering, it then prompted me to pay for the article. I threw my hands up at this

point and I do

not recommend this avenue of finding a scholarly peer reviewed article as it led me to lots of

frustration and confusion. I then returned to Walden online library and searched my desired topic again. This

time when my article choices appeared a link to vie

w the full text was magically an option listed.

The article I chose talked about the essentials of evidence

–

based practice in aesthetic procedures. The

demand for dermal fillers has skyrocketed in recent years. The concern is that not all proc

edures are being

administered in the same way therefore leaving room for a possible decrease in quality. Procedures in this

area used to be taught one on one by physicians and now the techniques are taught to the masses through

seminars and conferences. Mo

re care, practice, and studying must be taken nowadays in order in ensure the

highest quality. The practicing aesthetic nurse must also be familiar with their scope of practice and in order to

provide the best possible care to all their patients. (Harrison

& Hotta, 2020)

References

Harrison, J., & Hotta, T. (2020). Evidence

–

Based Education Is Essential in Medical Aesthetics Nursing. Plastic

Surgical Nursing, 40(3), 127

–

129. https://doi

–

org.ezp.waldenulibrary.org/10.1097/PSN.0000000000000315

INTRUCTIONS

REPLY

#

1

Respon
d

to
your colleague

posts by offering suggestions/strategies for working with this database
from your own experience, or offering ideas for using alternative resources
.

*
Use

at least 2 references*

Katie Baunach

My area of interest after becoming a nurse practitioner is aesthetics. An aesthetic nurse practitioner

is a
nurse practitioner who specializes in improving people’s appearance through cosmetic medical procedures
such as Botox, other dermal fillers, laser treatments, and many more. I chose to use the school library to find
an article related to this issue.
My experience was not the best. After accessing the online library at Walden, I
typed in my area of interest into the search bar and got zero results. I decided to try and change the database.
That did not help. I decided to search all databases and again
nothing came back to me. Things went on like
this for a while and then all of a sudden, some article options finally popped up. Why this happened or what I
did differently I could not tell you. I clicked on the desired article only to find that the full t
ext was not
available until I registered on this outside cite. I decided to register because it was free, and I wanted to finally
get to the article. After registering, it then prompted me to pay for the article. I threw my hands up at this
point and I do
not recommend this avenue of finding a scholarly peer reviewed article as it led me to lots of
frustration and confusion. I then returned to Walden online library and searched my desired topic again. This
time when my article choices appeared a link to vie
w the full text was magically an option listed.

The article I chose talked about the essentials of evidence
–
based practice in aesthetic procedures. The
demand for dermal fillers has skyrocketed in recent years. The concern is that not all proc
edures are being
administered in the same way therefore leaving room for a possible decrease in quality. Procedures in this
area used to be taught one on one by physicians and now the techniques are taught to the masses through
seminars and conferences. Mo
re care, practice, and studying must be taken nowadays in order in ensure the
highest quality. The practicing aesthetic nurse must also be familiar with their scope of practice and in order to
provide the best possible care to all their patients. (Harrison

& Hotta, 2020)

References

Harrison, J., & Hotta, T. (2020). Evidence
–
Based Education Is Essential in Medical Aesthetics Nursing. Plastic
Surgical Nursing, 40(3), 127
–
129. https://doi
–
org.ezp.waldenulibrary.org/10.1097/PSN.0000000000000315

INTRUCTIONS REPLY # 1

Respond to your colleague posts by offering suggestions/strategies for working with this database

from your own experience, or offering ideas for using alternative resources.

* Use at least 2 references*

Katie Baunach

My area of interest after becoming a nurse practitioner is aesthetics. An aesthetic nurse practitioner is a

nurse practitioner who specializes in improving people’s appearance through cosmetic medical procedures
such as Botox, other dermal fillers, laser treatments, and many more. I chose to use the school library to find

an article related to this issue. My experience was not the best. After accessing the online library at Walden, I

typed in my area of interest into the search bar and got zero results. I decided to try and change the database.

That did not help. I decided to search all databases and again nothing came back to me. Things went on like

this for a while and then all of a sudden, some article options finally popped up. Why this happened or what I

did differently I could not tell you. I clicked on the desired article only to find that the full text was not

available until I registered on this outside cite. I decided to register because it was free, and I wanted to finally
get to the article. After registering, it then prompted me to pay for the article. I threw my hands up at this

point and I do not recommend this avenue of finding a scholarly peer reviewed article as it led me to lots of

frustration and confusion. I then returned to Walden online library and searched my desired topic again. This

time when my article choices appeared a link to view the full text was magically an option listed.

The article I chose talked about the essentials of evidence-based practice in aesthetic procedures. The

demand for dermal fillers has skyrocketed in recent years. The concern is that not all procedures are being

administered in the same way therefore leaving room for a possible decrease in quality. Procedures in this
area used to be taught one on one by physicians and now the techniques are taught to the masses through

seminars and conferences. More care, practice, and studying must be taken nowadays in order in ensure the

highest quality. The practicing aesthetic nurse must also be familiar with their scope of practice and in order to

provide the best possible care to all their patients. (Harrison & Hotta, 2020)

References

Harrison, J., & Hotta, T. (2020). Evidence-Based Education Is Essential in Medical Aesthetics Nursing. Plastic

Surgical Nursing, 40(3), 127–129. https://doi-org.ezp.waldenulibrary.org/10.1097/PSN.0000000000000315

INTRUCTIONS

REPLY

#

2

Respon

d

 

to

your colleague

posts by offering suggestions/strategies for working

wi

th this database

from your own experience, or offering ideas for using alternative resources

.

*

Use

at least 2 references*

JOHNCY ABRAHAM

Anxiety and stress are two of the problems of the era. Modern

–

day children face a lot of stress

academically, from the

peer

group, additional demand of the socie

ty. Hence, the area always

concerned me, so the article I selected was whether social anxiety disorders affect children’s social

performance and performance.

The study was conducted and compared with children diagnosed with the socially anxious disorder

wi

th children diagnosed with other nervous disease and children without any illnesses were exposed

to a social stressor, and pre and post appraisal assessment was done. The study concluded that

some performance aspects were significantly lesser than the othe

r children with other anxiety

disorders, and children may get benefitted from social interactions without giving stress to social

activity(Halldorsson et al., 2019).

The learning resource learning provided in the course material by Wal

den

led me to the Wal

den

Library to get the article. As soon as I entered the Nursing search, there were almost 15 database

sites available.CINAHL Plus with Full Text, MEDLINE With Full Text, PubMed are some of the

nursing database found.CINAHL Plus has a great collection of

journals and ebooks.

The database I selected is CINAHL Plus with Full Text; the database’s opening took me to the

research platform EBSCOhost.It is a research collection where we can find thousands of online

databases and searching depends on the area of

specialization. in contrast to google search, the

search is focussed on the main words of the matter what we are looking. It gives options, so

keywords are being typed in the search box (Walden

University Library, n.d.)

. The content I searched

was children

, anxiety, disorder, and the search options available: search mode, related search word,

peer-

revie

wed article, scholarly journal article, and the time frame when the article was published full

–

text version (Walden University Library, n.d.)It also has an o

ption for basic and advanced search. On

selecting my preference areas, I could find almost 20625., which were quite good enough. There

were many options to limit my choices too.

The database’s initial search was so confusing since I searched with my fami

liar way of searching

google where I type the question. The guidance provided in the learning resource helped me to

navigate through the

database.

Once I have guided many times, I found the search easier and much

more informative as I could find a lot of s

cholarly peer

–

reviewed articles, a lot of subject relevant

database.

This database is useful to colleagues who wish to pursue their carrier in advanced nursing as it

provides a lot of scholarly journals regarding the different disciplines. It provides a re

liable source of

information than to go through websites where some information may not be authentic(Walden

University Library, n.d.)

This database is highly recommended for my colleagues as it is an excellent database for nursing

students, and the database provides a great resource, and I advise it. However, it is difficult for the

beginner’s keyword search will give a lot of peer

-revie

wed articles. Moreover, the full

–

text version is

available in the library which cannot see in the usual google search. Overall this was a great source of knowledge.

References

Halldorsson, B., Castelijn, S., & Creswell, C. (2019). Are children with social anxiety disorder more likely than children with other anxiety disorders to anticipate poor social performance and reflect negatively on their performance? Journal of Affective Disorders (J AFFECT DISORD)., 245, 561–568.

https://doi.org/10.1016/j.jad.2018.11.021

Walden University Library. (n.d.). Databases A-Z: Nursing. Walden university llibrary.

https://academicguides.waldenu.edu/az.php?s=19981

Walden University Library. (n.d.). Instructional Media: Fundamentals of Library Research.

https://academicguides.waldenu.edu/library/instructionalmedia/researchfundamentals

INTRUCTIONS

REPLY

#

2

Respon
d

to
your colleague

posts by offering suggestions/strategies for working with this database
from your own experience, or offering ideas for using alternative resources
.

*
Use

at least 2 references*

JOHNCY ABRAHAM

Anxiety and stress are two of the problems of the era. Modern
–
day children face a lot of stress
academically, from the peer group, additional demand of the socie
ty. Hence, the area always
concerned me, so the article I selected was whether social anxiety disorders affect children’s social
performance and performance.

The study was conducted and compared with children diagnosed with the socially anxious disorder
wi
th children diagnosed with other nervous disease and children without any illnesses were exposed
to a social stressor, and pre and post appraisal assessment was done. The study concluded that
some performance aspects were significantly lesser than the othe
r children with other anxiety
disorders, and children may get benefitted from social interactions without giving stress to social
activity(Halldorsson et al., 2019).

The learning resource learning provided in the course material by Walden led me to the Wal
den
Library to get the article. As soon as I entered the Nursing search, there were almost 15 database
sites available.CINAHL Plus with Full Text, MEDLINE With Full Text, PubMed are some of the
nursing database found.CINAHL Plus has a great collection of
journals and ebooks.

The database I selected is CINAHL Plus with Full Text; the database’s opening took me to the
research platform EBSCOhost.It is a research collection where we can find thousands of online
databases and searching depends on the area of
specialization. in contrast to google search, the
search is focussed on the main words of the matter what we are looking. It gives options, so

keywords are being typed in the search box (Walden University Library, n.d.). The content I searched

was children
, anxiety, disorder, and the search options available: search mode, related search word,
peer
–
reviewed article, scholarly journal article, and the time frame when the article was published full
–
text version (Walden University Library, n.d.)It also has an o
ption for basic and advanced search. On
selecting my preference areas, I could find almost 20625., which were quite good enough. There
were many options to limit my choices too.

The database’s initial search was so confusing since I searched with my fami
liar way of searching
google where I type the question. The guidance provided in the learning resource helped me to

navigate through the

database.

Once I have guided many times, I found the search easier and much

more informative as I could find a lot of s
cholarly peer
–
reviewed articles, a lot of subject relevant
database.

This database is useful to colleagues who wish to pursue their carrier in advanced nursing as it
provides a lot of scholarly journals regarding the different disciplines. It provides a re
liable source of
information than to go through websites where some information may not be authentic(Walden
University Library, n.d.)

This database is highly recommended for my colleagues as it is an excellent database for nursing
students, and the database provides a great resource, and I advise it. However, it is difficult for the
beginner’s keyword search will give a lot of peer
–
revie
wed articles. Moreover, the full
–
text version is

INTRUCTIONS REPLY # 2

Respond to your colleague posts by offering suggestions/strategies for working with this database

from your own experience, or offering ideas for using alternative resources.

* Use at least 2 references*

JOHNCY ABRAHAM

Anxiety and stress are two of the problems of the era. Modern-day children face a lot of stress

academically, from the peer group, additional demand of the society. Hence, the area always

concerned me, so the article I selected was whether social anxiety disorders affect children’s social

performance and performance.

The study was conducted and compared with children diagnosed with the socially anxious disorder

with children diagnosed with other nervous disease and children without any illnesses were exposed

to a social stressor, and pre and post appraisal assessment was done. The study concluded that

some performance aspects were significantly lesser than the other children with other anxiety

disorders, and children may get benefitted from social interactions without giving stress to social

activity(Halldorsson et al., 2019).

The learning resource learning provided in the course material by Walden led me to the Walden

Library to get the article. As soon as I entered the Nursing search, there were almost 15 database
sites available.CINAHL Plus with Full Text, MEDLINE With Full Text, PubMed are some of the

nursing database found.CINAHL Plus has a great collection of journals and ebooks.

The database I selected is CINAHL Plus with Full Text; the database’s opening took me to the

research platform EBSCOhost.It is a research collection where we can find thousands of online

databases and searching depends on the area of specialization. in contrast to google search, the

search is focussed on the main words of the matter what we are looking. It gives options, so
keywords are being typed in the search box (Walden University Library, n.d.). The content I searched

was children, anxiety, disorder, and the search options available: search mode, related search word,

peer-reviewed article, scholarly journal article, and the time frame when the article was published full-

text version (Walden University Library, n.d.)It also has an option for basic and advanced search. On

selecting my preference areas, I could find almost 20625., which were quite good enough. There

were many options to limit my choices too.

The database’s initial search was so confusing since I searched with my familiar way of searching

google where I type the question. The guidance provided in the learning resource helped me to
navigate through the database. Once I have guided many times, I found the search easier and much

more informative as I could find a lot of scholarly peer-reviewed articles, a lot of subject relevant

database.
This database is useful to colleagues who wish to pursue their carrier in advanced nursing as it

provides a lot of scholarly journals regarding the different disciplines. It provides a reliable source of

information than to go through websites where some information may not be authentic(Walden

University Library, n.d.)

This database is highly recommended for my colleagues as it is an excellent database for nursing
students, and the database provides a great resource, and I advise it. However, it is difficult for the

beginner’s keyword search will give a lot of peer-reviewed articles. Moreover, the full-text version is