Adolescent decision making: A decade in review

Abstract

Research in the past decade has highlighted the nuances of adolescent decision making. In this review article, we summarize several themes evident in the field of developmental science including the redefinition of adolescence and the ways in which adolescent decision‐making capabilities converge with or diverge from those of adults. While the decision‐making process is similar for adolescents and adults in contexts that encourage deliberation and reflection, adolescents and adults differ in contexts which preclude deliberation vis‐à‐vis high emotional arousal. We also discuss the reconceptualization of adolescent behavior, including risk taking, as adaptive. That is, characteristics of adolescence, including impulsivity, the importance of peers, and novelty seeking, are normative, evolutionarily advantageous, and essential for positive development. While these features manifest in negative, health‐compromising ways (e.g., risky driving and criminal behavior), they also foster growth and exploration. We conclude with a discussion of potential avenues for future research.

An Internet-Based Education Program for Human Papillomavirus Vaccination Among Female College Students in Mainland China: Application of the Information-Motivation-Behavioral Skills Model in a Cluster Randomized Trial

“…In line with the findings of previous studies [ 21 , 38 , 39 ], the effect of the health education program peaked right after the intervention and then gradually diminished over time, but finally, the residual effect of the health education program could still be observed. In this study, participants’ motivation toward HPV vaccination was obviously activated right after the tailored IMB model–based education program, which was consistent with the finding of a previous similar study among impulsive youth [ 40 ]. As the passion fades, the participants might begin to think rationally and objectively based on what they had learned about HPV-related issues.…”

SARS-CoV-2 Seroprevalence: Demographic and Behavioral Factors Associated With Seropositivity Among College Students in a University Setting

“…We used two, unique, scenario-based questions to examine decision-making in social contexts specific to undergraduate campus life 21 . We asked respondents to place themselves in two different situations and indicate (via multiple choice) the behavior they think they would most likely exhibit in the situation ( Appendix ).…”

Reappraising the role of dopamine in adolescent risk-taking behavior

“…These changes include increases in dopamine levels, the development of dopaminergic projections, and changes in the density of dopamine receptors in different brain regions, such as the NAcc and prefrontal cortex, as well as increases in the activities of the VTA and NAcc during reward processing (Galván, 2010;Whalstrom et al, 2010aWhalstrom et al, , 2010bWalker et al, 2017). Because of the links between dopamine and processes related to reward and motivation, these changes in the dopaminergic pathways have been associated with some of the behavioral changes observed during adolescence, including increases in sensation-seeking, risk-behaviors, and elevated choice impulsivity compared to adults (e.g., Steinberg et al, 2008;Icenogle and Cauffman, 2021). In fact, alterations in the dopaminergic system are commonly regarded as a likely explanation for these behavioral patterns in adolescents (e.g., Steinberg, 2008;Galván, 2010;Whalstrom et al, 2010aWhalstrom et al, , 2010bGalván, 2021).…”

“…The role of dopamine in adolescent behavior is usually discussed within the framework of the dual-systems model and other related theoretical models (Galván, 2010;Whalstrom et al, 2010aWhalstrom et al, , 2010bHeatherton and Wagner, 2011;Casey, 2014;Casey et al, 2016;Shulman et al, 2016;Galván, 2021;Icenogle and Cauffman, 2021). These models commonly treat adolescent behavior as the result of the competitive interaction between a "hot" system, implicated in affect and reward processing, and a "cool", higher-order cognitive system, implicated in selfcontrol and responsible for regulating the effects of the hot system (Galván, 2010;Heatherton and Wagner, 2011;Casey, 2014;Casey et al, 2016;Shulman et al, 2016;Galván, 2021).…”

“…This increases sensation-seeking and choice impulsivity, causing failures in self-regulation of behavior when potential rewards are involved and, consequently, leads to risk-taking behavior (Steinberg, 2008;Galván, 2010;Whalstrom et al, 2010aWhalstrom et al, , 2010bHeatherton and Wagner, 2011;Casey, 2014;Casey et al, 2016). These models remain extremely popular in explaining adolescent risk taking (Shulman et al, 2016;Icenogle and Cauffman, 2021), possibly because they provide an intuitive, neuroscience-based account of the way adolescents are generally portrayed; however, they have received a significant amount criticism (e.g., Pfifer andAllen, 2012, 2016;Do et al, 2020), These criticisms highlight the need to re-conceptualize what constitutes risk-taking (e.g., Duell et al, 2016Duell et al, , 2018Romer et al, 2017), as well as the role of cognitive control in these behaviors (e.g., Do et al, 2020). Critics also point to the lack of unambiguous parallels between behavior and functional imaging data (e.g., Pfeifer and Allen, 2016), including the fact that although connectivity between the hot and cool systems does seem to increase with age, there is still a lack of evidence about how this interaction impacts behavioral development (Duell et al, 2016).…”