Lie-telling during adolescence: A multi-method approach

Abstract

Lie-telling commonly occurs in interpersonal interactions. Lie-telling has been suggested to be most prominent during adolescence, as research suggests that lie-telling frequency increases throughout childhood, peaks in adolescence, and decreases during adulthood. The goal of my dissertation was to use a multi-method approach to explore this peak in lie-telling during adolescence by examining the frequency, characteristics, and patterns of adolescent lie-telling, as well as aspects of individual differences and social development that relate to lie-telling. Study 1 used an experience sampling method to examine adolescent and young adults’ lie-telling across a one-week period, examining both the overall frequency of lie-telling as well as the recipients, reasons, and topics of lies. Study 2 used a longitudinal approach to examine the association between children and adolescents’ evaluations of lies for autonomy and their lie-telling frequency. Study 3 used a latent class analysis to identify groups that differed in patterns of lie-telling, as well as individual differences that predicted group membership. The results provide support for the u-shape developmental trend of lie-telling, but only in some contexts; specifically self-serving lying to parents was more common in adolescence than young adulthood (Study 1), and frequent lying to parents was more likely for older than younger adolescents (Study 3). The results also demonstrate the importance of considering individual differences and social development when examining and understanding adolescent lie-telling. Variation in lie-telling was explained by individual differences, including relations with others (Study 1, Study 3), lie evaluations (Study 2), well-being, and externalizing problems (Study 3). Furthermore, the importance of adolescent social development for lie-telling was demonstrated across all three studies. Specifically, social context (lying to parents vs friends) was found to be important for understanding the development of lie-telling frequency as well as individual differences associated with lie-telling. Taken together, the results of my dissertation demonstrate the ways in which adolescent lie-telling is unique, the variation in lie-telling that exists during adolescence, and the importance of accounting for social context when understanding the development of lie-telling.