WITHDRAWN: Peer Affiliation and School-Based Problem Behavior Among Adolescent Females: A Systematic Literature Review

Introduction: Evidence in the literature demonstrates that (a) school-based problem behavior predicts continued risky behavior outside of school and future delinquency; (b) peers are particularly influential during adolescence; and (c) adolescent females exhibiting problem behavior face unique risk factors and especially detrimental negative short- and long-term outcomes. Thus, an evaluation of the association between peer affiliation and school-based problem behavior is necessary for girls

The purpose of this review is to present a systematic critical examination of the empirical literature on the relation between peer affiliation and school-based problem behavior for adolescent females. Authors address the following research questions: (1) Does a relation exist between peer affiliation and school-based problem behavior for female adolescents in the United States? (2) How do researchers define key variables of peer affiliation and school-based problem behavior when evaluating the relation between these variables for adolescent females in the United States? (3) In the literature evaluating the link between peer affiliation and school-based problem behavior for female adolescents, what methodological issues limit interpretation and generalizability of findings for the target population?

Methods: Authors conducted an exhaustive literature search for published studies evaluating the relation between peer affiliation and school-based problem behavior for adolescent females. Authors searched multiple databases using the following criteria to include studies (a) with a sample of participants that included adolescent girls attending schools in the United States, (b) in which authors evaluated the relation between peer affiliation and school-based problem behavior with a quantitative research design, and (c) reported results for adolescent girls. The search yielded ten studies. Studies in the final sample were coded for variable definitions, measures, and findings.

Results: Findings support prior evidence suggesting that peer affiliation is connected to school-based problem behavior, highlight shortcomings in the cumulative body of literature on this topic (e.g., varying variable definitions and inadequate measures), and provide directions for future research.

Conclusion: This investigation of the relation between peer affiliation and problem behavior for girls motivates much-needed future research to inform intervention for females exhibiting school-based problem behavior. In addition, findings contribute meaningful implications for the generalizability of decades of prominent theoretical work to females.