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Rice F, Ng-Knight T, Riglin L, Powell V, Moore GF, McManus IC, Shelton KH, Frederickson N. Pupil Mental Health, Concerns and Expectations About Secondary School as Predictors of Adjustment Across the Transition to Secondary School: A Longitudinal Multi-informant Study. SCHOOL MENTAL HEALTH 2021. [DOI: 10.1007/s12310-021-09415-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
AbstractThe transition from primary to secondary schooling is challenging and involves a degree of apprehension. The extent to which pre-existing mental health difficulties, as well as pupil, parent, and teacher concerns and expectations about secondary school predict adaptation to secondary school, is unclear. In a three-wave, prospective longitudinal study, we examined associations between pre-transition concerns and expectations about moving to secondary school with mental health difficulties and demographic factors. We then evaluated whether these constructs predicted multiple indicators of adaptive pupil functioning at the end of the first year of secondary school (academic attainment, classmate behaviour rating, school liking and loneliness at school). We found children’s concerns reduced across the transition period. Concurrent associations were identified between both concerns about secondary school and lower parent and teacher expectations that children would settle in well at secondary school, with mental health difficulties and special educational needs. Investigating associations with multiple indicators of adaptive functioning at secondary school, multivariable regression analyses controlling for a range of baseline factors (e.g. special educational needs), found children’s concerns about secondary school to be specifically associated with loneliness. In contrast, children’s mental health difficulties and both parent and teacher expectations of how well children would settle into secondary school were associated with a wider range of indicators of adaptive functioning at secondary school. When examining all predictors simultaneously, primary school teacher expectations showed longitudinal association with a wide range of indicators of successful transition. These findings suggest that assessing primary school teacher expectations may be useful for monitoring and supporting pupils through this transition period and could usefully inform school-based interventions to support transition and mental health.
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Gaias LM, Cook CR, Nguyen L, Brewer SK, Brown EC, Kiche S, Shi J, Buntain-Ricklefs J, Duong MT. A Mixed Methods Pilot Study of an Equity-Explicit Student-Teacher Relationship Intervention for the Ninth-Grade Transition. THE JOURNAL OF SCHOOL HEALTH 2020; 90:1004-1018. [PMID: 33184887 PMCID: PMC7702116 DOI: 10.1111/josh.12968] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Accepted: 08/28/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Student-teacher relationships are associated with the social and emotional climate of a school, a key domain of the Whole School, Whole Community, Whole Child Model. Few interventions target student-teacher relationships during the critical transition to high school, or incorporate strategies for enhancing equitable relationships. We conducted a mixed-methods feasibility study of a student-teacher relationship intervention, called Equity-Explicit Establish-Maintain-Restore (E-EMR). METHODS We tested whether students (N = 133) whose teachers received E-EMR training demonstrated improved relationship quality, school belonging, motivation, behavior, and academic outcomes from pre- to post-test, and whether these differences were moderated by race. We also examined how teachers (N = 16) integrated a focus on equity into their implementation of the intervention. RESULTS Relative to white students, students of the color showed greater improvement on belongingness, behavior, motivation, and GPA. Teachers described how they incorporated a focus on race/ethnicity, culture, and bias into E-EMR practices, and situated their relationships with students within the contexts of their own identity, the classroom/school context, and broader systems of power and privilege. CONCLUSIONS We provide preliminary evidence for E-EMR to change teacher practice and reduce educational disparities for students of color. We discuss implications for other school-based interventions to integrate an equity-explicit focus into program content and evaluation.
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Affiliation(s)
- Larissa M Gaias
- Assistant Professor, , Department of Psychology, University of Massachusetts Lowell, 850 Broadway St Lowell, MA 01854
| | - Clayton R Cook
- Professor, , College of Education and Human Development, University of Minnesota, 56 East River Road, Minneapolis, MN 55455
| | - Lillian Nguyen
- Project Coordinator, , School Mental Health Assessment, Research, and Training Center, University of Washington, 6200 NE 74th St, Seattle, WA 98115
| | - Stephanie K Brewer
- Postdoctoral Fellow, , School Mental Health Assessment, Research, and Training Center, University of Washington, 6200 NE 74th St, Seattle, WA 98115
| | - Eric C Brown
- Associate Professor, , Miller School of Medicine, University of Miami, 1600 NW 10th Ave, Miami, FL 33136
| | - Sharon Kiche
- Project Coordinator, , School Mental Health Assessment, Research, and Training Center, University of Washington, 6200 NE 74th St, Seattle, WA 98115
| | - Jiajing Shi
- Research Study Assistant, , Committee for Children, 2815 2nd Ave, Seattle, WA 98121
| | - Jodie Buntain-Ricklefs
- Research Lead/Managing Director, , School Mental Health Assessment, Research, and Training Center, University of Washington, 6200 NE 74th St, Seattle, WA 98115
| | - Mylien T Duong
- Senior Research Scientist, , Committee for Children, 2815 2nd Ave, Seattle, WA 98121
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Indicated Prevention for Depression at the Transition to High School: Outcomes for Depression and Anxiety. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2019; 20:499-509. [DOI: 10.1007/s11121-019-01005-5] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Sutton A, Langenkamp AG, Muller C, Schiller KS. Who Gets Ahead and Who Falls Behind During the Transition to High School? Academic Performance at the Intersection of Race/Ethnicity and Gender. SOCIAL PROBLEMS 2018; 65:154-173. [PMID: 29861513 PMCID: PMC5975961 DOI: 10.1093/socpro/spx044] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Academic stratification during educational transitions may be maintained, disrupted, or exacerbated. This study marks the first to use national data to investigate how the transition to high school (re)shapes academic status at the intersection of race/ethnicity and gender. We seek to identify the role of the high school transition in shaping racial/ethnic and gender stratification by contextualizing students' academic declines during the high school transition within the longer window of their educational careers. Using Add Health, we find that white and black boys experience the greatest drops in their grade point averages (GPAs). We also find that the maintenance of high academic grades between the eighth and ninth grades varies across racial/ethnic and gender subgroups; higher-achieving middle school black boys experience the greatest academic declines. Importantly, we find that white and black boys also faced academic declines before the high school transition, whereas their female student peers experienced academic declines only during the transition to high school. We advance current knowledge on educational stratification by identifying the transition to high school as a juncture in which boys' academic disadvantage widens and high-achieving black boys lose their academic status at the high school starting gate. Our study also underscores the importance of adopting an intersectional framework that considers both race/ethnicity and gender. Given the salience of high school grades for students' long-term success, we discuss the implications of this study for racial/ethnic and gender stratification during and beyond high school.
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Iimura S, Taku K. Positive Developmental Changes after Transition to High School: Is Retrospective Growth Correlated with Measured Changes in Current Status of Personal Growth? J Youth Adolesc 2018; 47:1192-1207. [PMID: 29445978 DOI: 10.1007/s10964-018-0816-7] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2017] [Accepted: 01/23/2018] [Indexed: 11/28/2022]
Abstract
The transition to high school is generally considered as a stressful turning point in adolescent development, but some students experience personal growth (i.e., positive developmental changes) through that experience. It is important to examine the mechanism behind such positive changes to understand various developmental patterns of adolescents during the transition. However, the concept of growth in this research area remains unexplored. Some researchers have questioned whether retrospective, self-reported growth reflects actual positive changes in the perception of personal growth. We elaborated on the concept of growth after high school transition by examining whether retrospective appraisal of personal growth after transition to high school is correlated with measured change in growth. Two hundred and sixty-two Japanese adolescents (aged 14-16 years, 50% girls) participated in surveys right before and right after transition. We assessed five domains of growth, including improved relating to others, identification of new possibilities, increased sense of personal strength, spiritual growth, and greater appreciation of life. The results showed that retrospective assessment of growth and measured change during transition were positively associated, provided the adolescents reported the transition as an important turning point in their lives. Adolescents who experienced salient positive changes across the transition were more likely to engage in intrusive and deliberate rumination and social support than adolescents who reported fewer changes. In summary, retrospective growth covaried with measured change only when adolescents perceived the transition as impactful in their lives.
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Affiliation(s)
- Shuhei Iimura
- Department of Psychology, Chuo University, 742-1 Higashinakano Hachioji-shi, Tokyo, Japan.
| | - Kanako Taku
- Department of Psychology, Oakland University, 654 Pioneer Drive, Rochester, MI, 48309, USA
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Longobardi C, Prino LE, Marengo D, Settanni M. Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School. Front Psychol 2016; 7:1988. [PMID: 28066305 PMCID: PMC5179523 DOI: 10.3389/fpsyg.2016.01988] [Citation(s) in RCA: 66] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2016] [Accepted: 12/06/2016] [Indexed: 11/30/2022] Open
Abstract
A robust body of research has identified school transitions during adolescence, and in particular the transition from middle to high school, as one of the riskiest phases for school failure, being characterized by significant social, emotional and behavioral changes. This transition is critical even with respect to academic achievement: in Italy, the highest frequency of school dropout can be observed in the 9th and 10th grades, partly as a consequence of poor adjustment to the new school context. The impact of students' relationships with their teachers may be particularly relevant during critical developmental periods. Indeed, student-teacher relationships have been widely recognized as protective factors in school adjustment and, in case of negative relationships, also as a factor that increases the risk of maladjustment. Positive and affective student-teacher relationships may play an important role in students' adaptation to the school environment, favoring both academic achievement and adaptive behaviors. The aim of this study was to investigate the effects of the quality of teacher-student relationships, as perceived by pupils, on academic achievement, and problem and prosocial behaviors during the relevant school transition. The sample consisted of 122 students (55% female). We employed a self-report questionnaire to collect information on: demographic characteristics, quality of the relationship with teachers, problem and prosocial behaviors, and academic achievement. Students filled in the questionnaires twice: once during the 8th grade and 1 year later, during their first year of high school (9th grade). Regression analyses indicated that both average and varying levels of closeness with teachers significantly predicted changes in academic achievement: A perceived increase in closeness in 9th grade, as well as a higher mean closeness level, was associated with an increase in academic achievement. In turn, an increase in the level of perceived conflict with teachers significantly predicted an increase in conduct problems and hyperactive behaviors. This study supports the significance of student-teacher relationships as a protective factor during students' transition to high-school. Our findings also highlight the importance of relationship quality in preventing students' risk of school failure.
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French SE, Seidman E, Allen L, Aber JL. Racial/Ethnic Identity, Congruence with the Social Context, and the Transition to High School. JOURNAL OF ADOLESCENT RESEARCH 2016. [DOI: 10.1177/0743558400155004] [Citation(s) in RCA: 65] [Impact Index Per Article: 8.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The transition to high school may serve as a race/ethnicity consciousness-raising experience that stimulates the development of one’s racial/ethnic identity depending on newcomers’ racial/ethnic congruence with the student body and staff, as well as their perceived social transactions with the new school. The nature of this development was tested within samples of poor, urban, Black, White, and Latino students (n = 144). Racial/ethnic identity (group-esteem and exploration) and perceived transactions with school (academic hassles, participation, and social support) were assessed at the end of both the year prior to the transition and the transition year. The results suggested that changes over the transition to senior high school served as a race/ethnicity consciousness-raising experience for both Black and European American students but in dramatically different ways.
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Skinner OD, Perkins K, Wood D, Kurtz-Costes B. Gender Development in African American Youth. JOURNAL OF BLACK PSYCHOLOGY 2016. [DOI: 10.1177/0095798415585217] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Using the organizing framework of Ruble, Martin, and Berenbaum (2006), we summarized literature on gender development in African American youth within six content areas: biological/categorical sex, activities and interests, personal-social attributes, social relationships, styles and symbols, and values regarding gender. Results with African Americans were compared with what is known about gender processes in other U.S. racial groups, and gaps in the literature were noted. Finally, we summarized the literature on socialization influences on gender development in African American youth, focusing particularly on parents and media. Our review shows that gender, along with race, plays a significant role in the development of African American youth, with many of these processes similar to what is found in youth of other racial/ethnic groups. Contextual factors such as family structure and racial context are important to take into account to best understand individual differences in the gender development of Black youth.
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Affiliation(s)
| | | | - Dana Wood
- Georgia College, Milledgeville, GA, USA
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Abstract
This study assessed patterns of change in perceived school and youth functioning, and the extent to which perceived change in the school environment predicted changed youth functioning, across four consecutive grade transitions, two of which involved the transition to a new school. Youth reported decreased quality of the school environment and decreased academic/personal/interpersonal functioning at every grade transition. This pattern was most pronounced at the transition from sixth to seventh grade, a transition that did not correspond to the transition to middle school but did correspond to the move from small family pods during the first year of middle school to the more typical middle school environment in the eighth grade. Analyses revealed that perceived change in several elements of the school environment (most strongly, perceived change in teacher support) did significantly explain changes in levels of student academic, personal, and interpersonal functioning.
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10
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Roeser RW, Eccles JS, Freedman-Doan C. Academic Functioning and Mental Health in Adolescence. JOURNAL OF ADOLESCENT RESEARCH 2016. [DOI: 10.1177/0743558499142002] [Citation(s) in RCA: 106] [Impact Index Per Article: 13.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The current study examines patterns of academic functioning and mental health in 184 middle school children and the relation of such patterns to their prior and subsequent functioning. Data were collected from children during their second, third, fourth, eighth, and ninth grade school years. Cluster analyses were used to delineate patterns of academic functioning and mental health during eighth grade. The authors examined the relation of these patterns to academic functioning and mental health 1 year later the transition to high school, and then examined the long-term developmental roots of the eighth grade patterns using data collected during elementary school years. Results indicated variegated patterns of academic and emotional functioning at eighth grade and stability in these patterns across the high school transition. Some long-term continuity was found among children showing uniformly positive or negative functioning at eighth grade. Studying child functioning across multiple domains and time periods is discussed.
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Ethnic Clusters in Public Housing and Independent Living of Elderly Immigrants from the Former Soviet Union. J Cross Cult Gerontol 2015; 30:353-76. [PMID: 26310209 DOI: 10.1007/s10823-015-9271-z] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
The study examines the effects of ethnic clusters and independent living arrangements on adaptation of elderly immigrants from the Former Soviet Union. The multigenerational living arrangements were compared with independent living in a dispersed ethnic community and in an ethnic cluster of public housing. The residents of the ethnic clusters of public housing reported poorer health, were more reliant on government resources, and experienced greater acculturative hassles. However, public housing residents reported significantly larger Russian-speaking and American social networks, greater American acculturation, higher social support from neighbors, as well as lower cultural alienation. In contrast, the multigenerational living arrangements were related to greater social support from extended family and higher extended family satisfaction. While, the independent living in the dispersed ethnic community was associated with smaller American social networks and higher levels of cultural alienation. The results highlight how the ecologies of different living arrangements are reflected in the nature of acculturative, social, and psychological experiences of elderly immigrants.
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12
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School Transitions and African American Youth. ACTA ACUST UNITED AC 2015. [DOI: 10.1108/s0749-7423(2012)0000017005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register]
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13
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Grant KE, Farahmand F, Meyerson DA, Dubois DL, Tolan PH, Gaylord-Harden NK, Barnett A, Horwath J, Doxie J, Tyler D, Harrison A, Johnson S, Duffy S. Development of Cities Mentor Project: An Intervention to Improve Academic Outcomes for Low-Income Urban Youth Through Instruction in Effective Coping Supported by Mentoring Relationships and Protective Settings. J Prev Interv Community 2014; 42:221-42. [DOI: 10.1080/10852352.2014.916586] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Vasquez-Salgado Y, Chavira G. The Transition from Middle School to High School as a Developmental Process Among Latino Youth. HISPANIC JOURNAL OF BEHAVIORAL SCIENCES 2014; 36:179-194. [PMID: 25202166 DOI: 10.1177/0739986313513718] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The transition from middle school to high school is an important developmental period to investigate because of the negative impact it has on youths' academics. The purpose of this study was to investigate Latino youths' academic achievement prior to, during, and after the transition to high school, and gender differences in youths' achievement over time. School transcripts were obtained for 92 youth. Three latent growth curve models were tested. Youth were stable in achievement throughout middle school, declined in grades during the transition, yet remained stable in high school. Youth with higher achievement in fall of eighth grade declined in the transition at a faster rate than youth who held lower achievement. Girls held higher levels of achievement across each stage in development; boys and girls differed in high school trajectories. Policy makers interested in fostering a successful transition should create programs for both high and low achieving Latino youth.
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Lane KL, Oakes WP, Menzies HM, Oyer J, Jenkins A. Working Within the Context of Three-Tiered Models of Prevention: Using Schoolwide Data to Identify High School Students for Targeted Supports. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2013. [DOI: 10.1080/15377903.2013.778773] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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16
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Goodwin NP, Mrug S, Borch C, Cillessen AHN. Peer selection and socialization in adolescent depression: the role of school transitions. J Youth Adolesc 2012; 41:320-32. [PMID: 22009309 PMCID: PMC3277679 DOI: 10.1007/s10964-011-9723-x] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2011] [Accepted: 10/07/2011] [Indexed: 11/28/2022]
Abstract
Previous studies have indicated homophily in depressive symptoms among adolescent friends, resulting from both peer selection and socialization processes. However, developmental differences and the role of school transitions in these processes have not been elucidated. A sample of 367 (51% female) adolescents was followed from 6th to 11th grade to investigate prospective relationships between adolescents' and their friends' depressive symptoms in middle school and in high school. Results revealed that students selected friends with similar levels of depressive symptoms after each school transition. Additionally, friends appeared to socialize adolescents to become more similar in depressive affect in late middle school years. These findings suggest normative selection effects after school transitions, followed by socialization effects in middle school, but not high school.
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Cowan CP, Cowan PA, Barry J. Couples' groups for parents of preschoolers: ten-year outcomes of a randomized trial. JOURNAL OF FAMILY PSYCHOLOGY : JFP : JOURNAL OF THE DIVISION OF FAMILY PSYCHOLOGY OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION (DIVISION 43) 2011; 25:240-250. [PMID: 21480703 PMCID: PMC3076105 DOI: 10.1037/a0023003] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
This paper reports the results of a 10-year follow-up of two variations of a couples' group preventive intervention offered to couples in the year before their oldest child made the transition to kindergarten. One hundred couples were randomly assigned to (1) a low-dose control condition, (2) a couples' group meeting for 16 weeks that focused more on couple relationship issues among other family topics, or (3) a couples' group meeting for 16 weeks that focused more on parenting issues among other family issues, with an identical curriculum to condition (2). Earlier papers reported that both variations of the intervention produced positive results on parent-child relationships and on the children's adaptation to kindergarten and first grade, and that the groups emphasizing couple relationships also had additional positive effects on couple interaction quality. The present paper uses growth curve analyses to examine intervention effects extending from the children's transition to kindergarten to the transition to high school-10 years after the couples groups ended. There were 6-year positive effects of the pre-kindergarten interventions on observed couple interaction and 10-year positive effects on both parents' marital satisfaction and the children's adaptation (hyperactivity and aggression). Discussion includes a focus on the implications of these results for family policy, clinical practice, and the need to include a couples focus in preventive interventions to strengthen family relationships and enhance children's adaptation to school.
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Affiliation(s)
- Carolyn Pape Cowan
- Department of Psychology, University of California, Berkeley, CA 94720-1690, USA
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Benner AD. The Transition to High School: Current Knowledge, Future Directions. EDUCATIONAL PSYCHOLOGY REVIEW 2011. [PMID: 21966178 DOI: 10.1007/s10648–011-9152–0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/29/2022]
Abstract
In the American educational system, school transitions are frequent and predictable, but they can disrupt student functioning across developmental domains. How students experience school transitions has been a focus of research for some time, but the high school transition has received less attention, and the limited research often focuses on a particular developmental domain (e.g., academics and socioemotional well-being) to the exclusion of a more integrated model. This review relies on life course theory to establish an organizational framework for interpreting and connecting the diffuse and sometimes disparate findings on the high school transition, including adolescent developmental trajectories and the influence of social ties, changing sociocultural contexts, and stratification systems. Conclusions identify aspects for future inquiry suggested by current knowledge and the tenets of the life course perspective.
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Affiliation(s)
- Aprile D Benner
- Population Research Center, University of Texas at Austin, Austin, TX, USA
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19
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Benner AD. The Transition to High School: Current Knowledge, Future Directions. EDUCATIONAL PSYCHOLOGY REVIEW 2011; 23:299-328. [PMID: 21966178 DOI: 10.1007/s10648-011-9152-0] [Citation(s) in RCA: 108] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
In the American educational system, school transitions are frequent and predictable, but they can disrupt student functioning across developmental domains. How students experience school transitions has been a focus of research for some time, but the high school transition has received less attention, and the limited research often focuses on a particular developmental domain (e.g., academics and socioemotional well-being) to the exclusion of a more integrated model. This review relies on life course theory to establish an organizational framework for interpreting and connecting the diffuse and sometimes disparate findings on the high school transition, including adolescent developmental trajectories and the influence of social ties, changing sociocultural contexts, and stratification systems. Conclusions identify aspects for future inquiry suggested by current knowledge and the tenets of the life course perspective.
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Affiliation(s)
- Aprile D Benner
- Population Research Center, University of Texas at Austin, Austin, TX, USA
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Stability and change in rural youths' educational outcomes through the middle and high school years. J Youth Adolesc 2010; 40:1077-90. [PMID: 21140200 DOI: 10.1007/s10964-010-9614-6] [Citation(s) in RCA: 37] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2010] [Accepted: 11/19/2010] [Indexed: 10/18/2022]
Abstract
There is a dearth of literature that examines rural youths' school transition and adaptation over the middle and high school years. Given rural education challenges, this study examines rural youths' developmental trajectories of self-reported grades and affective and behavioral educational outcomes (i.e., school belonging, value of education, school misbehavior, and extracurricular activity participation). The cohort-sequential study consisted of 3,312 African American and White youth (50% female) who were surveyed over three and a half years, including the transition to high school. The results reveal significant changes in the outcomes from sixth to twelfth grade. For example, on average, school misbehavior increased over time while perceived school belonging decreased over time. Gender and race differences emerged; African American youth reported placing higher importance on education and less participation in school activities than White youth. The discussion focuses on the importance of examining rural adolescents' educational pathways during the high school transition.
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Lane KL, Oakes W, Menzies H. Systematic Screenings to Prevent the Development of Learning and Behavior Problems: Considerations for Practitioners, Researchers, and Policy Makers. JOURNAL OF DISABILITY POLICY STUDIES 2010. [DOI: 10.1177/1044207310379123] [Citation(s) in RCA: 51] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
In this article, we discuss the importance of systematic screenings to monitor K—12 students’ behavioral and academic performance, with an emphasis on the need to identify and support students with emotional and behavioral disorders before they develop significant learning and behavior problems requiring special education services under the category of emotional disturbances. We emphasize the importance of conducting systematic screenings across the K—12 grade span within the context of comprehensive, integrated, three-tiered models of prevention. We provide brief descriptions of some of the current tools available to assess academic and behavioral performance patterns over time and present a balanced discussion of the benefits and challenges associated with the screening. Specifically, we describe how these measures can be used to (a) assess overall levels of performance within and across the school years and (b) identify students who may require secondary and tertiary levels of prevention beyond primary prevention efforts. We conclude with responsibilities that come with conducting screenings, with specific considerations for practitioners, researchers, and policy makers.
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Affiliation(s)
| | | | - Holly Menzies
- California State University Los Angeles, Los Angeles, CA, USA
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22
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Howard KAS, Budge SL, Gutierrez B, Owen AD, Lemke N, Jones JE, Higgins K. Future Plans of Urban Youth: Influences, Perceived Barriers, and Coping Strategies. JOURNAL OF CAREER DEVELOPMENT 2010. [DOI: 10.1177/0894845309358999] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study examines the academic and career goals set by urban youth as well as their perceived career barriers and the strategies they anticipate using to face these barriers. Nine adolescents in the 11th and 12th grades from two large, urban public schools in the Midwest were interviewed for this study. Students’ responses were analyzed using the consensual qualitative research method developed by Hill and colleagues. Seven domains were identified in participant responses, addressing participant ideas about both ideal and alternate career choices, the influences on their career choices, potential obstacles in their future, and methods for managing obstacles. Categories and subcategories are described and discussed and implications for practice and future research are offered.
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Affiliation(s)
| | | | | | | | | | | | - Kory Higgins
- West Allis/West Milwaukee School District, Franklin, Wisconsin
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Hersh MA, Hussong AM. The association between observed parental emotion socialization and adolescent self-medication. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2009; 37:493-506. [PMID: 19137423 DOI: 10.1007/s10802-008-9291-z] [Citation(s) in RCA: 36] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
The current study examined the moderating influence of observed parental emotion socialization (PES) on self-medication in adolescents. Strengths of the study include the use of a newly developed observational coding system further extending the study of PES to adolescence, the use of an experience sampling method to assess the daily covariation between negative affect and substance use, and a focus on PES styles defined by the interaction of emotion-dismissing and emotion-coaching behaviors. Using multi-leveling modeling, we tested PES as a moderator of daily negative mood-substance use relation in a sample of 65 elevated-risk adolescents (48% male, 58% Caucasian, with a median age of 14). Results showed a three-way interaction between emotion-coaching PES, emotion-dismissing PES and daily negative mood in predicting daily substance use. Results are discussed in terms of the importance of PES styles and their effects on self-medication through compromised emotion regulation and interpersonal processes.
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Affiliation(s)
- Matthew A Hersh
- Department of Psychiatry, Division of Psychology, Children's Hospital Boston, Boston, MA 02115, USA.
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Adolescents in transition: school and family characteristics in the development of violent behaviors entering high school. Child Psychiatry Hum Dev 2009; 40:1-13. [PMID: 18574687 DOI: 10.1007/s10578-008-0105-x] [Citation(s) in RCA: 76] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/16/2007] [Accepted: 05/25/2008] [Indexed: 10/21/2022]
Abstract
Adolescents are vulnerable to becoming involved in problematic behaviors, disengaging academically, and dropping out of school. This study was designed to evaluate the protective role of self-perceived school attachment and family involvement on the development of these negative behaviors during adolescence. The Social and Health Assessment (SAHA) survey was conducted among 652 predominantly minority, inner-city adolescents during their transition from middle to high school in order to examine school attachment, perceived teacher support, parental control, and exposure to community violence as predictors of engagement in violent activities, development of aggressive beliefs, perception of school climate, and academic motivation one year later. Family and school factors appeared to be differentially associated with the negative outcomes. School attachment was associated with lower levels of violent delinquency and aggressive beliefs, as well as with academic motivation. Perceived teacher support was associated with positive perceptions of school climate and with academic motivation. Parental control was associated with lower levels of violent activity and with higher levels of academic motivation. Violence exposure was related to violent delinquency and negative perception of school climate. School attachment, teacher support, parental control, and violence exposure must all be incorporated into school reform efforts intended to break the inner city cycle of violence.
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Benner AD, Graham S. The Transition to High School as a Developmental Process Among Multiethnic Urban Youth. Child Dev 2009; 80:356-76. [DOI: 10.1111/j.1467-8624.2009.01265.x] [Citation(s) in RCA: 221] [Impact Index Per Article: 14.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Green G, Rhodes J, Hirsch AH, Suárez-Orozco C, Camic PM. Supportive adult relationships and the academic engagement of Latin American immigrant youth. J Sch Psychol 2007; 46:393-412. [PMID: 19083365 DOI: 10.1016/j.jsp.2007.07.001] [Citation(s) in RCA: 44] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2006] [Revised: 06/08/2007] [Accepted: 07/02/2007] [Indexed: 10/22/2022]
Abstract
The central aim of this study was to explore the academic engagement trajectories of a sample of recently arrived immigrant students from Latin America. Using an analytic framework that can dynamically model time-sensitive fluctuations (HLM; [Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchicical Linear Models: Applications and Data Analysis Methods (2nd Edition ed.). Thousand Oaks, CA: Sage Publications]), we explored how initial engagement, gender, and support from caring adults at school shaped youths' engagement over time. Students reported a range of engagement trajectories, with gender and support emerging as important predictors of youths' engagement trajectories. Additionally, perceptions of support fluctuated from year to year, and these fluctuations were linked to youths' academic engagement. The findings point to associations between support perceptions and engagement, including links between students' current academic motivation and effort and their current connections with adults. Taken together, the findings present a nuanced portrait of academic engagement and suggest how relationships at school might facilitate positive academic adjustment among Latin American immigrant students over time. Implications for future research, public policy, and practice are discussed.
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Patterns of Middle School Adjustment and Ninth Grade Adaptation of Rural African American Youth: Grades and Substance Use. J Youth Adolesc 2007. [DOI: 10.1007/s10964-007-9167-5] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Altschul I, Oyserman D, Bybee D. Racial-ethnic identity in mid-adolescence: content and change as predictors of academic achievement. Child Dev 2007; 77:1155-69. [PMID: 16999790 DOI: 10.1111/j.1467-8624.2006.00926.x] [Citation(s) in RCA: 125] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Three aspects of racial-ethnic identity (REI)-feeling connected to one's racial-ethnic group (Connectedness), being aware that others may not value the in-group (Awareness of Racism), and feeling that one's in-group is characterized by academic attainment (Embedded Achievement)-were hypothesized to promote academic achievement. Youth randomly selected from 3 low-income, urban schools (n=98 African American, n=41 Latino) reported on their REI 4 times over 2 school years. Hierarchical linear modeling shows a small increase in REI and the predicted REI-grades relationship. Youth high in both REI Connectedness and Embedded Achievement attained better grade point average (GPA) at each point in time; youth high in REI Connectedness and Awareness of Racism at the beginning of 8th grade attained better GPA through 9th grade. Effects are not moderated by race-ethnicity.
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Affiliation(s)
- Inna Altschul
- University of Michigan, Ann Arbor, MI 48106-1248, USA.
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Abstract
The development of ethnic identity is a critical facet of adolescence, particularly for adolescents of color. In order to examine the developmental trajectory of ethnic identity, African American, Latino American, and European American early and middle adolescents (N = 420) were assessed over 3 years. Two components of ethnic identity were assessed--group-esteem was found to rise for both early and middle adolescents; exploration rose for middle adolescents. African Americans and Latino Americans were lower in group-esteem but have greater increases than European Americans, particularly across a school transition. The course of ethnic identity development during early and middle adolescence, the role of school context, and the variability in developmental trajectories among racial and ethnic groups are discussed.
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Oyserman D, Bybee D, Terry K. Possible selves and academic outcomes: How and when possible selves impel action. J Pers Soc Psychol 2006; 91:188-204. [PMID: 16834488 DOI: 10.1037/0022-3514.91.1.188] [Citation(s) in RCA: 193] [Impact Index Per Article: 10.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Puzzled by the gap between academic attainment and academic possible selves (APSs) among low-income and minority teens, the authors hypothesized that APSs alone are not enough unless linked with plausible strategies, made to feel like "true" selves and connected with social identity. A brief intervention to link APSs with strategies, create a context in which social and personal identities felt congruent, and change the meaning associated with difficulty in pursuing APSs (n = 141 experimental, n = 123 control low-income 8th graders) increased success in moving toward APS goals: academic initiative, standardized test scores, and grades improved; and depression, absences, and in-school misbehavior declined. Effects were sustained over a 2-year follow-up and were mediated by change in possible selves.
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Affiliation(s)
- Daphna Oyserman
- The Institute for Social Research, The University of Michigan, Ann Arbor, MI 48106-1248, USA.
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Gutman LM. How student and parent goal orientations and classroom goal structures influence the math achievement of African Americans during the high school transition. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2006. [DOI: 10.1016/j.cedpsych.2005.01.004] [Citation(s) in RCA: 34] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Stoep AV, McCauley E, Thompson KA, Herting JR, Kuo ES, Stewart DG, Anderson CA, Kushner S. Universal Emotional Health Screening at the Middle School Transition. JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS 2005; 13:213-223. [PMID: 21430789 PMCID: PMC3061463 DOI: 10.1177/10634266050130040301] [Citation(s) in RCA: 49] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
This article describes the implementation of the Developmental Pathways Screening Program (DPSP) and an evaluation of program feasibility, acceptability, and yield. Using the Mood and Feelings Questionnaire (MFQ) and externalizing questions from the Youth Self Report (YSR; Achenbach, 2001), universal classroom-based emotional health screening was implemented with students as they began middle school. Of all sixth graders enrolled in four participating Seattle schools, 861 (83%) were screened. Students who screened positive for emotional distress (15% of students screened) received onsite structured clinical evaluations with children's mental health professionals. Seventy-one percent of students who were evaluated were found to be experiencing significant emotional distress, with 59% warranting referral to academic tutoring, school counselor, and/or community mental health services. Successful implementation of in-class screening was facilitated by strong collaboration between DPSP and school staff. Limitations of emotional health screening and the DPSP are discussed, and future steps are outlined.
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Affiliation(s)
- Ann Vander Stoep
- Department of Psychiatry and Behavioral Sciences and Department of Epidemiology at the University of Washington
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Seidman E, French SE. Developmental trajectories and ecological transitions: a two-step procedure to aid in the choice of prevention and promotion interventions. Dev Psychopathol 2005; 16:1141-59. [PMID: 15704831 DOI: 10.1017/s0954579404040179] [Citation(s) in RCA: 50] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
The confluence of two different types of transitional processes is explored: human development and normative ecological transitions. There are periods of greater vulnerability than others in the developmental life course as well as particular normative ecological transitions that are more disruptive than others. When there is a confluence of developmental vulnerability and a disruptive ecological transition, a "turning point" in development may ensue. This can take the form of an opportunity for growth and development or a developmental mismatch. Consequently, such turning points may represent opportune times and places at which to launch prevention/promotion programs. A two-step analytic procedure, nomothetic analyses followed by idiographic analyses, is described and illustrated to test the utility of this framework. First, these issues are illustrated using the self-esteem trajectories of low-income, urban public school students making a normative school transition to a junior and senior high school. Second, new data are presented on the early adolescent self-esteem trajectories and their association with long-term psychopathology. Third, the significance of this two-step procedure is discussed in regard to several normative ecological transitions that are common when older adolescents make the developmental transition into adulthood (e.g., into full-time employment, marriage).
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Birman D, Trickett E, Buchanan RM. A tale of two cities: replication of a study on the acculturation and adaptation of immigrant adolescents from the former Soviet Union in a different community context. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2005; 35:83-101. [PMID: 15792097 DOI: 10.1007/s10464-005-1891-y] [Citation(s) in RCA: 44] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
While a great deal of research has been conducted to understand acculturation and its relationship to adaptation in the new country, surprisingly little attention has been paid to the ways in which the characteristics of the local community impact these processes. The present study addresses this gap in the literature by exploring the potential role of community differences in the acculturation and adaptation processes of 269 refugee and immigrant adolescents from the former Soviet Union who resettled in two different community contexts. Specifically, a prior study on acculturation and adjustment among high school students (D. Birman, E. J. Trickett, & A. Vinokurov, 2002) was replicated with the same émigré population in a contrasting community within the same state. The contrast between these communities allowed us to test hypotheses emerging from an ecological perspective concerning (1) patterns of acculturation, (2) levels of discrimination and its effect on acculturative outcomes, and (3) community differences in the relationship between acculturation and outcomes. In addition to the focus on community differences, the study also employs a multidimensional measure of acculturation and assesses acculturation to both American and Russian culture. Furthermore, adaptation is assessed across different life domains; including peer relationships, family relationships, school adaptation, and psychological adaptation. Findings support the general ecological perspective, suggesting the importance of studying acculturation and adaptation as a reflexive process in which culture and context are very much intertwined.
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Affiliation(s)
- Dina Birman
- Department of Psychology, University of Illinois at Chicago M/C 288, 1007 W. Harrison St., Chicago, Illinois 60607, USA.
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Cappella E, Weinstein RS. Turning around reading achievement: Predictors of high school students' academic resilience. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2001. [DOI: 10.1037/0022-0663.93.4.758] [Citation(s) in RCA: 70] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Reyes O, Gillock KL, Kobus K, Sanchez B. A longitudinal examination of the transition into senior high school for adolescents from urban, low-income status, and predominantly minority backgrounds. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2000; 28:519-544. [PMID: 10965389 DOI: 10.1023/a:1005140631988] [Citation(s) in RCA: 32] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
The current 6-year study investigates the impact of the elementary (K-8)-to-high school (9-12) transition on the school completion outcomes of 107 adolescents from urban, minority, low-income status backgrounds. Descriptive findings provide a longitudinal profile of students' enrollment status throughout high school. Students who had graduated or were Active in the school system at the end of the study evidenced more marked change in perceptions of social support following the transition to the ninth grade compared to Inactive students, dropouts, who evidenced little change. With respect to academic performance, while both groups evidenced declines following the transition and failed to recover sustained losses, Inactive students declined more sharply in grades and attendance. Findings are discussed in terms of the mixed support for the transitional life events perspective. In addition, study limitations and directions for future research are discussed, including variables that should be considered in research with the targeted group.
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Affiliation(s)
- O Reyes
- University of Illinois at Chicago, Department of Psychology 60607-7137, USA
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Warren-Sohlberg L, Jason LA, Orosan-Weine AM, Lantz GD. Implementing and Evaluating Preventive Programs for High-Risk Transfer Students. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 1998. [DOI: 10.1207/s1532768xjepc0904_2] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
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Thomas KG, Gatz M. A Tale of Two School Districts: Lessons to Be Learned About the Impact of Relationship Building and Ecology on Consultations. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 1997. [DOI: 10.1207/s1532768xjepc0803_3] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
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