Table 1.
Participant characteristics.
| Girls (n = 25) | Boys (n = 24) | All (N = 49) | Statistic | p-value | |
|---|---|---|---|---|---|
| Age (Mean ± SD) | 16.3 ± 0.9 | 16.7 ± 0.9 | 16.5 ± 0.9 | t(47) = −1.54 | 0.13 |
| Tanner stage (4/5) | 7/18 | 5/19 | 12/37 | χ2(1) = 0.34 | 0.56 |
| IQ (Mean ± SD)a | 111.3 ± 9.7 | 113.9 ± 10.1 | 112.6 ± 9.9 | t(47) = 0.36 | 0.36 |
| SES (Mean ± SD)b | 27.2 ± 14.5 | 25.6 ± 12.8 | 26.4 ± 13.6 | t(47) = 0.40 | 0.69 |
| White (%)c | 88 | 92 | 90 | χ2(2) = 0.98 | 0.61 |
aWechsler Abbreviated Scale of Intelligence (WASI; 2-subtest version); bHollingshead Index of Social Position; lower values indicate higher socioeconomic status (SES); means for girls and boys correspond to upper middle class; cRace was coded as 1 = “American Indian/Alaska Native,” 2 = “Asian,” 3 = “Native Hawaiian/Other Pacific Islander,” 4 = “Black or African American,” 5 = “White,” 6 = “Multiple,” and 7 = “Spanish/Hispanic/Latino;” however, only codes 4, 5 and 6 represented the current sample; SD = standard deviation.