Peer Acceptance and Friendship as Predictors of Early Adolescents' Adjustment across the Middle School Transition

Autor/inn/en	Kingery, Julie Newman; Erdley, Cynthia A.; Marshall, Katherine C.
Titel	Peer Acceptance and Friendship as Predictors of Early Adolescents' Adjustment across the Middle School Transition
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 57 (2011) 3, S.215-243, Artikel 2 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Middle Schools; School Involvement; Academic Achievement; Friendship; Adolescents; Grade 6; Grade 5; Peer Acceptance; Depression (Psychology); Student Evaluation; Measures (Individuals); Self Esteem; Attendance; Multiple Regression Analysis; Prediction; Educational Administration; Program Effectiveness + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Schulmitwirkung; Schulleistung; Freundschaft; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 06; 6. Schuljahr; Schuljahr 06; School year 05; 5. Schuljahr; Schuljahr 05; Schulnote; Studentische Bewertung; Messdaten; Self-esteem; Selbstaufmerksamkeit; Anwesenheit; Vorhersage; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	This study examines several aspects of adolescents' pretransition peer relationships as predictors of their adjustment to middle school. Participants were 365 students (175 boys; 99% Caucasian) involved in the Time 1 (the spring of fifth grade) and Time 2 (the fall of sixth grade) assessments. Adolescents completed measures that assessed peer acceptance, number of friends, the quality of a specific mutual friendship, loneliness, depression, self-esteem, and involvement in school. Academic achievement and absentee data were obtained from student files. Regression analyses indicated that the pretransition peer variables predicted posttransition loneliness, self-esteem, school involvement, and academic achievement. The patterns of prediction varied slightly for each adjustment variable, with the most robust relationship being between peer acceptance and achievement. Results of repeated-measures MANOVAs indicated no differential changes in adjustment across time by gender. Implications for including a peer component in programs that prepare students for the middle school transition are discussed. (Contains 4 tables.) (As Provided).
Anmerkungen	Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: http://wsupress.wayne.edu/journals/merrill/merrillj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10