Youth Perceptions of What Is Helpful during the Middle School Transition and Correlates of Transition Difficulty

Autor/inn/en	Fite, Paula; Frazer, Andrew; DiPierro, Moneika; Abel, Madelaine
Titel	Youth Perceptions of What Is Helpful during the Middle School Transition and Correlates of Transition Difficulty
Quelle	In: Children & Schools, 41 (2019) 1, S.55-64 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
DOI	10.1093/cs/cdy029
Schlagwörter	Middle Schools; Developmental Tasks; Student Adjustment; Student Attitudes; Parent Child Relationship; Correlation; Grade 5; Elementary School Students; School Visitation; Friendship; Teacher Student Relationship; Depression (Psychology); Symptoms (Individual Disorders); Difficulty Level + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Entwicklungsaufgabe; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Korrelation; School year 05; 5. Schuljahr; Schuljahr 05; Freundschaft; Teacher student relationships; Lehrer-Schüler-Beziehung; Psychiatrische Symptomatik; Schwierigkeitsgrad
Abstract	The middle school transition has been identified as a difficult time for youths, resulting in adjustment difficulties across a variety of domains. Although some research has examined strategies that are useful for the adjustment outcomes associated with the transition, more research understanding student perceptions of what is helpful in the middle school transition and adjustment correlations of perceived level of difficulty is needed. To this end, the current study surveyed 84 youths approximately 2.5 months after their transition to middle school. Parents were perceived as helpful by almost all students (>90 percent), followed by friends, then teachers. In addition, locker time before the start of school and a tour of the middle school while still in fifth grade were endorsed as helpful by the majority of the students. Approximately 29 percent of students reported that the middle school transition was difficult, and high levels of transition difficulty were associated with poorer adjustment for both boys and girls, specifically high levels of depressive symptoms and schoolwork difficulty. The article concludes with suggestions for transition strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01