Understanding Students' Transition to High School: Demographic Variation and the Role of Supportive Relationships.
Understanding Students' Transition to High School: Demographic Variation and the Role of Supportive Relationships.
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DOI：
10.1007/s10964-017-0716-2
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发表时间：
2017-10
影响因子：
4.9
通讯作者：
Bakhtiari F
中科院分区：
文献类型：
--
作者：
Benner AD;Boyle AE;Bakhtiari F
对许多青少年来说，向高中的过渡是破坏性的，但人们对支持性的关系过程知之甚少，这种过程可能会减轻学生从初中到高中所面临的挑战，特别是对来自不同背景的学生。确定在这一关键的教育过渡时期保护青年的潜在缓冲，对于为青年提供更有效的支持服务具有重要意义。在这项研究中，我们调查了个人特征（性别、出生、父母教育水平）和家庭、朋友和学校支持的变化如何影响初中到高中过渡期间社会情绪适应和学业成绩的变化。数据来自252名学生（50%为女性，85%为拉丁裔/非拉丁裔）。结果显示，在高中过渡阶段，学生的成绩下降，抑郁症状和孤独感增加，学生的出生和性别存在主要差异。此外，随着学生从初中进入高中，稳定/增加的朋友支持和学校归属感都与较少的社会情感中断有关，而这些支持来源则有所减少。增加/稳定的学校归属感也与高中过渡期间学校参与度的增加有关。这些研究结果表明，当高中过渡期破坏了青少年与生活中重要他人的支持关系时，青少年的社会情感健康，在较小程度上，他们的学业投入也会受到影响。因此，在设计过渡支助活动时，特别是为低收入和种族/少数民族青年服务的学校，这种努力应通过提供包容、关怀的环境和与教育工作者和同龄人的积极联系，努力使新的高中学生适应环境。
The transition to high school is disruptive for many adolescents, yet little is known about the supportive relational processes that might attenuate the challenges students face as they move from middle to high school, particularly for students from more diverse backgrounds. Identifying potential buffers that protect youth across this critical educational transition is important for informing more effective support services for youth. In this study, we investigated how personal characteristics (gender, nativity, parent education level) and changes in support from family, friends, and school influenced changes in socioemotional adjustment and academic outcomes across the transition from middle to high school. The data were drawn from 252 students (50% females, 85% Latina/o). The results revealed declines in students’ grades and increases in depressive symptoms and feelings of loneliness across the high school transition, with key variation by student nativity and gender. Additionally, stable/increasing friend support and school belonging were both linked to less socioemotional disruptions as students moved from middle to high school as compared to experiencing decreases in these sources of support. Increasing/stable school belonging was also linked to increases in school engagement across the high school transition. These findings suggest that when high school transitions disrupt supportive relationships with important others in adolescents’ lives, adolescents’ socioemotional well-being and, to a lesser extent, their academic engagement are also compromised. Thus, in designing transition support activities, particularly for schools serving more low-income and race/ethnic minority youth, such efforts should strive to acclimate new high school students by providing inclusive, caring environments and positive connections with educators and peers.
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