A Life History Approach to Understanding Youth Time Preference Mechanisms of Environmental Risk and Uncertainty and Attitudes Toward Risk Behavior and Education

• Published in: Human nature (Hawthorne, N.Y.) Vol. 21; no. 2; pp. 140 - 164
• Main Authors: Schechter, Deborah E., Francis, Cyrilla M.
• Format: Journal Article
• Language: English
• Published: Boston Springer US 01.06.2010; Springer; Springer Nature B.V
• Subjects: Adolescence; Adolescents; Anthropology; Behavior; Behavioral Sciences; Biological Psychology; Community involvement; Corticosteroids; Education; Environmental conditions; Environmental risk; Life history; Native Americans; Native North Americans; Psychobiology; Public opinion; Risk; Risk taking; Social aspects; Social Sciences; Teenagers; Youth; Adolescence; Attachment; Cortisol; Risk behavior; Life history theory; Time preference
• ISSN: 1045-6767; 1936-4776
• DOI: 10.1007/s12110-010-9084-2

Following from life history and attachment theory, individuals are predicted to be sensitive to variation in environmental conditions such that risk and uncertainty are internalized by cognitive, affective, and psychobiological mechanisms. In turn, internalizing of environmental uncertainty is expected to be associated with attitudes toward risk behaviors and investments in education. Native American youth aged 10–19 years ( n  = 89) from reservation communities participated in a study examining this pathway. Measures included family environmental risk and uncertainty, present and future time perspective, adolescent attachment, attitudes toward risk, investments in education, and salivary cortisol. Results support the idea that environmental risk and uncertainty are internalized during development. In addition, internalizing mechanisms significantly predicted attitudes toward risk and education: (1) lower scores on future time perspective and higher cortisol predicted higher scores on risk attitudes, and (2) higher scores on future time perspective and lower scores on problems with attachment predicted higher self-reported school performance. Gender differences were seen, with males anticipating a shorter lifespan than females, which predicted higher scores on risk attitudes and lower school performance. Implications for research on adolescent problem behavior and academic achievement are discussed.