The significant decline in academic engagement through the early stages of adolescence is well known, however, the relative contribution of the key factors explaining these adolescent patterns over time requires further investigation. Motivation has been a dominant research focus in past decades, while less empirical attention has been given to the comparative effects of puberty hormones (specifically, sex steroid hormones: estradiol and testosterone) that are often the subject of popular “storm and stress” stereotyping regarding adolescent development. From a baseline sample of 342 young people (11–13 years of age, 55 % males) assessed annually across 3 years, we examined the role of motivation (self-efficacy and valuing) and key puberty hormones in predicting males' and females' academic engagement and disengagement trajectories, controlling for personal and background attributes. Latent growth modeling demonstrated that: (a) compared to puberty hormones, self-efficacy and valuing were more strongly associated with engagement (positively) and disengagement (negatively) for both males and females, (b) puberty hormones were more strongly linked to students' disengagement than to their engagement, and (c) the significant links between puberty hormones and disengagement were more salient and consistent across time for males—with higher levels of testosterone and estradiol individually associated with higher disengagement. These findings are discussed in the context of psycho-educational and biopsychological perspectives on adolescents' academic development and hold implications for how to motivate and engage them in developmentally appropriate ways at school.

众所周知，青春期早期的学术参与度显着下降，然而，随着时间的推移，解释这些青少年模式的关键因素的相对贡献需要进一步调查。在过去的几十年里，动机一直是一个主要的研究焦点，而对青春期激素（特别是性类固醇激素：雌二醇和睾酮）的比较效应的实证关注较少，这通常是流行的“风暴和压力”刻板印象的主题。青少年发展。从 342 名年轻人（11-13 岁，55% 男性）的基线样本中，我们在 3 年内每年评估一次，我们检查了动机（自我效能和价值观）和关键青春期激素在预测男性和女性学术参与和脱离轨迹，控制个人和背景属性。潜在增长模型表明：(a) 与青春期激素相比，自我效能和价值观与男性和女性的参与（积极）和脱离接触（消极）更密切相关，(b) 青春期荷尔蒙与学生的联系更紧密'脱离而不是他们的参与，并且（c）青春期激素和脱离之间的显着联系对于男性来说随着时间的推移更加显着和一致 - 较高水平的睾酮和雌二醇分别与更高的脱离相关。这些发现在关于青少年学业发展的心理教育和生物心理学观点的背景下进行了讨论，并对如何在学校以适合发展的方式激励和吸引他们产生了影响。