The Impact of School Structure on the Self-Esteem of Vulnerable Adolescents.

Autor/inn/en	Simmons, Roberta G.; und weitere
Titel	The Impact of School Structure on the Self-Esteem of Vulnerable Adolescents.
Quelle	(1979), (33 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Adjustment (to Environment); Black Students; Educational Environment; Educational Research; Elementary Secondary Education; Emotional Adjustment; Environmental Influences; Females; Grade 6; Grade 7; Junior High Schools; Self Concept; Self Esteem; Sex Differences; Student Adjustment; Transfer Students; White Students + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsforschung; Pädagogische Forschung; Emotionale Anpassung; Environmental influence; Umwelteinfluss; Weibliches Geschlecht; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Sekundarstufe I; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Sex difference; Geschlechtsunterschied; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Hochschulwechsel; Schulwechsel; Studienortwechsel
Abstract	Results of a study to determine the impact of transition from elementary to junior high school on students' self-esteem are reported. The study, conducted from 1974 to 1976, followed 798 students from 18 elementary schools in Milwaukee from grade 6 to grade 7. The students represented K-8 schools which involved no change of school and K-6 schools, both predominately white, and K-6 predominately black schools. Students were interviewed privately to determine their degree of self-esteem and vulnerability. They responded to questions concerning their perception of their looks, their school performance, and peer and teacher attitudes about them. Results indicated that in terms of self-esteem, white adolescent girls who have entered the new environment of junior high school appear to be at a disadvantage in comparison to boys in general and to girls who do not have to change schools in the 7th grade. Also, the child who has been vulnerable prior to the change is less capable of making the transition without damage to self-esteem. The girl who has to make a radical environmental change from an elementary into a junior high school and who has not succeeded the year before is the child most at risk. (Author/KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01