Individual Adjustment to School Transitions
An Exploration of the Role of Supportive Peer Relations
Bibliographic Data
| ID | 11670767 |
|---|---|
| Authors | L Mickey Fenzel (0000-0001-5067-4618, Cornell University, corresponding author), Dale A Blyth (Cornell University) |
| Year | 1986 |
| Volume | 6 |
| Issue | 4 |
| Pages | 315-329 |
| Publication date | 1986-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Early Adolescence (JOURNAL) |
| Journal identifiers | ISSN: 0272-4316 • E-ISSN: 1552-5449 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0272431686064003 |
| OpenAlex | W2044669898 |
| Language | EN |
| Citations received | 28 |
| References cited | 19 |
Previous research has shown that the transition into junior high school can be difficult for certain subgroups, particularly girls. Recent work has also examined the social support roles played by best friends during the transition and found that high quality friendships can ease the adjustment to the new environment. The present longitudinal study of 410 students in a middle class suburban school district looked at adjustment to junior high school as a function of the quantity, frequency of contact, and intimacy of same-sex and opposite-sex peer relationships at school and with peers attending other schools. Adjustment to the new school at seventh grade was defined in terms of changes from sixth grade in self-esteem, participation in school and nonschool activities, and perceived integration (or, conversely, anonymity) in the school environment. Overall, a significant decrease in the perception of being integrated into the school was found for both males and females but only small, nonsignificant changes in self-esteem and participation were evidenced. In order to test for relationships between school adjustment and social relations, only two extreme groups were examined, representing good adjusters (Gainers) and poor adjusters (Decliners). Results showed significant group-by-sex-of-subject interaction effects for self-esteem on most frequency and intimacy measures. In particular, males who had gained in self-esteem had more frequent peer contacts and were somewhat more intimate with peers than were males who declined. For females, however, results were in the opposite direction. Few consistent results were found for adjustment in terms of participation or perceived integration
Developmental psychology · Friendship · Longitudinal study · Peer group · Perception · Quality (philosophy · Self-esteem · Test (biology · Bullying, Victimization, and Aggression · Medicine · Parental Involvement in Education · Psychology · Social Psychology · Youth Development and Social Support
Negotiating the Transition to Middle School
Peer Acceptance and Friendship as Predictors of Early Adolescents' Adjustment Across the Middle School Transition
Age and Gender as Determinants of Stress Exposure, Generation, and Reactions in Youngsters
A Review of the Academic and Psychological Impact of the Transition to Secondary Education
School Social Climate and Individual Differences in Vulnerability to Psychopathology among Middle School Students
Regrouping
Navigating the Transition to Junior High School
Trajectories of Life Satisfaction During Middle School
Self Processes in Adolescent Depression
Parental Resources and the Transition to Junior High
Individual and Contextual Predictors of Perceived Friendship Quality among Ethnic Minority, Low‐Income Adolescents
Perceptions of People and Place
Interpersonal and Achievement Orientations and Specific Stressors Predict Depressive and Aggressive Symptoms
A Longitudinal Study of the Effects of Family, Friends, and School Experiences on the Psychological Adjustment of Ethnic Minority, Low-SES Adolescents
Contingent Self-worth and Gender Differences in Adolescent Depression
School Transitions and Adjustment During Early Adolescence
Relations between Friendship, Group Acceptance, and Evaluations of Summer Camp
Attachment and Antisocial Behavior in Early Adolescence
Stability and Change in Peer Relationships During the Transition to Middle-Level School
Surviving the Junior High School Transition Family Processes and Self-Perceptions as Protective and Risk Factors
Urban Adolescents' Transition to Junior High School and Protective Family Transactions
Role Strains and the Transition to Middle School
Early Adolescents’ Adjustment at School
Prospective Study of Changes in Global Self-Worth and Strain During the Transition to Middle School
School Size as a Factor in Adolescents' Adjustment to the Transition to Secondary School
Role Strain in Early Adolescence
Keeping company
The Adjustment of Adolescents During the Transition into High School
Black and white self-esteem
Fifteen thousand hours
The Features and Effects of Friendship in Early Adolescence
Dimensions of Early Adolescent Social Perceptions and Preferences
The Adjustment of Early Adolescents to School Transitions
The Influence of Older Adolescents on Younger Adolescents
The Relationship of Middle School Program Features, Instructional Strategy, Instructional Performance, and Student Engagement
Social Characteristics of Early Adolescents
Primary prevention during school transitions
Early adolescents' significant others
Adolescence, stress, and psychological well-being
The ecology of adolescent activity and experience
Social Support as a Moderator of Life Stress
Entry into Early Adolescence
Disturbance in the Self-Image at Adolescence
Characteristics of Peer- and Adult-Oriented Children
The Transition into Early Adolescence
| Unique citing works | 28 |
|---|---|
| Citations per year | 0,76 |
| Citation span | 1989 - 2021 (33) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 28 |